Name: ________________________

Group 7: The Halogens

High Demand Questions Class: ________________________

Date: ________________________

Time: 105 minutes

Marks: 100 marks

Comments:

Page 1 of 32
 The table shows the properties of four elements from Group VII of the Periodic Table.
1.

(a) Complete the spaces in the table.

(4)

(b) Comment briefly on the trend in melting points for these four elements.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Explain, in as much detail as you can:

(i) why the reactions of these elements with hydrogen are similar.

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) why their reactivity with hydrogen decreases from fluorine to iodine.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Page 2 of 32
 Read the information about the periodic table.
2.

Portrait of Dimitri Mendeleev by Ilya Repin

When the Russian chemist Dimitri Mendeleev put forward his periodic table in
1869, the atomic structure of elements was unknown.

Mendeleev tried to arrange the elements in a meaningful way based on their

chemical reactions. First he put the elements in order of their increasing atomic
weight.
He then put elements with similar properties in the same column.

However, he left gaps, and sometimes did not follow the order of increasing
atomic weight – for example, he placed iodine (atomic weight 127) after
tellurium (atomic weight 128).

Within a few years there was sufficient evidence to prove that Mendeleev was
correct.

Our modern periodic table has evolved from Mendeleev’s table.

The modern periodic table on the Data Sheet may help you to answer these questions.

(a) (i) State why Mendeleev left gaps.

______________________________________________________________

______________________________________________________________
(1)

Page 3 of 32
 (ii) State why some elements were not placed in order of increasing atomic weight.

______________________________________________________________

______________________________________________________________
(1)

(b) (i) The periodic table is now based on atomic structure.

Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Suggest why it is impossible to have an undiscovered element that would fit between
sodium and magnesium.

______________________________________________________________

______________________________________________________________
(1)

(c) Explain, in terms of electrons, why fluorine is the most reactive element in Group 7.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Page 4 of 32
 Chlorine and bromine are important Group 7 elements.
3.
(a) Explain why chlorine is added to drinking water.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Describe what you would see when bromine water is added to an unsaturated organic
compound.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Bromine can be extracted from seawater. The dissolved bromide ions are reacted with
chlorine. Bromine and chloride ions are formed.

(i) Complete and balance the equation below, which represents the reaction between
chlorine and bromide ions.

Cl2 + 2Br– → _____________ + _____________

(1)

(ii) Describe what you see when chlorine is added to a solution containing bromide ions.

______________________________________________________________

______________________________________________________________
(1)

(d) In terms of electronic structure:

(i) state why bromine and chlorine are both in Group 7

______________________________________________________________

______________________________________________________________
(1)

Page 5 of 32
 (ii) explain why bromine is less reactive than chlorine.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(e) What is the result of adding acidified silver nitrate solution to a solution containing:

(i) chloride ions

______________________________________________________________
(1)

(ii) bromide ions?

______________________________________________________________
(1)
(Total 10 marks)

This question is about sodium chloride and iodine.

4.
(a) Describe the structure and bonding in sodium chloride.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 6 of 32
(b) When sodium chloride solution is electrolysed, one product is chlorine.

Name the two other products from the electrolysis of sodium chloride solution.

___________________________________________________________________

___________________________________________________________________
(2)

(c) Many people do not have enough iodine in their diet.

Sodium chloride is added to many types of food. Some scientists recommend that sodium
chloride should have a compound of iodine added.

Give one ethical reason why a compound of iodine should not be added to sodium chloride
used in food.

___________________________________________________________________

___________________________________________________________________
(1)

(d) The bonding in iodine is similar to the bonding in chlorine.

(i) Complete the diagram below to show the bonding in iodine.

Show the outer electrons only.

(2)

(ii) Explain why iodine has a low melting point.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 7 of 32
 (iii) Explain, in terms of particles, why liquid iodine does not conduct electricity.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 14 marks)

This question is about the halogens.

5.
Table 1 shows the melting points and boiling points of some halogens.

Table 1

Element Melting point in °C Boiling point in °C

Fluorine –220 –188

Chlorine –101 –35

Bromine –7 59

Page 8 of 32
(a)  What is the state of bromine at 0 °C and at 100 °C?

✓) one box.
Tick (✓

State at 0 °C State at 100 °C

Gas Gas

Gas Liquid

Liquid Gas

Liquid Liquid

Solid Gas

Solid Liquid

(1)

(b)  Explain the trend in boiling points of the halogens shown in Table 1.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 9 of 32
(c)  Why is it not correct to say that the boiling point of a single bromine molecule is 59 °C?

___________________________________________________________________

___________________________________________________________________
(1)

Iron reacts with each of the halogens in their gaseous form.

The diagram below shows the apparatus used.

(d)  Give one reason why this experiment should be done in a fume cupboard.

___________________________________________________________________

___________________________________________________________________
(1)

(e)  Explain why the reactivity of the halogens decreases going down the group.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 10 of 32
(f)  A teacher investigated the reaction of iron with chlorine using the apparatus in the above
diagram.

The word equation for the reaction is:

iron + chlorine → iron chloride

The teacher weighed:

•   the glass tube
•   the glass tube and iron before the reaction
•   the glass tube and iron chloride after the reaction.

Table 2 shows the teacher’s results.

Table 2

Mass in g

Glass tube 51.56

Glass tube and iron 56.04

Glass tube and iron chloride 64.56

Calculate the simplest whole number ratio of:

moles of iron atoms : moles of chlorine atoms

Determine the balanced equation for the reaction.

Relative atomic masses (Ar): Cl = 35.5 Fe = 56

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Moles of iron atoms : moles of chlorine atoms = __________ : __________

Equation for the reaction ________________________________________________

(6)
(Total 16 marks)

Page 11 of 32
 This question is about Group 7 elements.
6.
Chlorine is more reactive than iodine.

(a)  Name the products formed when chlorine solution reacts with potassium iodide solution.

___________________________________________________________________

___________________________________________________________________
(1)

(b)  Explain why chlorine is more reactive than iodine.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c)  Chlorine reacts with hydrogen to form hydrogen chloride.

Explain why hydrogen chloride is a gas at room temperature.

Answer in terms of structure and bonding.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d)  Bromine reacts with methane in sunlight.

The diagram below shows the displayed formulae for the reaction of bromine with methane.

Page 12 of 32
 The table below shows the bond energies and the overall energy change in the reaction.

Overall energy
C—H Br—Br C—Br H—Br
change

Energy in
412 193 X 366 −51
kJ/mol

Calculate the bond energy X for the C—Br bond.

Use the diagram and the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Bond energy X = _______________ kJ/mol

(4)
(Total 11 marks)

This question is about chemical reactions and electricity.

7.
(a)  Electrolysis and chemical cells both involve chemical reactions and electricity.

Explain the difference between the processes in electrolysis and in a chemical cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 13 of 32
(b)  A teacher demonstrates the electrolysis of molten lead bromide.

Bromine is produced at the positive electrode.

Complete the half equation for the production of bromine.

You should balance the half equation.

(2)

(c)  Two aqueous salt solutions are electrolysed using inert electrodes.

Complete the table below to show the product at each electrode.

Product at positive Product at negative

Salt solution
electrode electrode

Copper nitrate copper

Potassium iodide

(3)

Page 14 of 32
Some students investigated the electrolysis of copper nitrate solution using inert electrodes.

Figure 1 shows the apparatus.

Figure 1

The students investigated how the mass of copper produced at the negative electrode varied
with:
•   time
•   current.

This is the method used.

1.   Weigh the negative electrode.
2.   Set up the apparatus shown in Figure 1.
3.   Adjust the power supply until the ammeter shows a current of 0.3 A
4.   Switch off the power supply after 5 minutes.
5.   Rinse the negative electrode with water and allow to dry.
6.   Reweigh the negative electrode.
7.   Repeat steps 1 to 6 for different times.
8.   Repeat steps 1 to 7 at different currents.

Page 15 of 32
(d)  Some of the copper produced did not stick to the negative electrode but fell to the bottom of
the beaker.

Suggest how the students could find the total mass of copper produced.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

The students plotted their results on a graph.

Figure 2 shows the graph.

Figure 2

A student correctly concluded that the total mass of copper produced is directly proportional both
to the time and to the current.

Page 16 of 32
(e)  How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the time?

___________________________________________________________________

___________________________________________________________________
(1)

(f)  How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the current?

Use data from Figure 2 in your answer.

___________________________________________________________________

___________________________________________________________________
(1)

(g)  Copper nitrate solution is blue.

Suggest why the blue colour of the copper nitrate solution fades during the electrolysis.

___________________________________________________________________

___________________________________________________________________
(1)

(h)  Determine the number of atoms of copper produced when copper nitrate solution is
electrolysed for 20 minutes at a current of 0.6 A

Give your answer to 3 significant figures.

Use Figure 2.

Relative atomic mass (Ar): Cu = 63.5

The Avogadro constant = 6.02 × 1023 per mole

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Number of atoms (3 significant figures) = _______________

(3)
(Total 17 marks)

Page 17 of 32
 This question is about the reaction of ethene and bromine.
8.
The equation for the reaction is:

C2H4 + Br2 → C2H4Br2

(a) Complete the reaction profile in Figure 1.

Draw labelled arrows to show:

• The energy given out (ΔH)

• The activation energy.

Figure 1

(3)

(b) When ethene reacts with bromine, energy is required to break covalent bonds in the
molecules.

Explain how a covalent bond holds two atoms together.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 18 of 32
(c) Figure 2 shows the displayed formulae for the reaction of ethene with bromine.

Figure 2

The bond enthalpies and the overall energy change are shown in the table below.

C=C C–H C–C C–Br Overall energy

change

Energy in
kJ / mole 612 412 348 276 −95

Use the information in the table above and Figure 2 to calculate the bond energy for the
Br–Br bond.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Bond energy _________________________ kJ / mole

(3)

Page 19 of 32
(d) Figure 3 shows the reaction between ethene and chlorine and is similar to the reaction
between ethene and bromine.

Figure 3

“The more energy levels (shells) of electrons an atom has, the weaker the covalent bonds
that it forms.”

Use the above statement to predict and explain how the overall energy change for the
reaction of ethene with chlorine will differ from the overall energy change for the reaction of
ethene with bromine.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 14 marks)

Page 20 of 32
Mark schemes
(a) (i) 9
1.
(ii) 2.8.7 gas

(iii) liquid
each for 1 mark
4

(b) increase as go down the table/F → I/down group/

as more protons/as atoms get bigger
for 1 mark
1

(c) (i) reactions depend on taking/sharing electrons

same number of electrons in outer shell/highest energy level

(ii) F → I electrons in a higher energy level/further from nucleus

so less easy to gain/hold electrons
each for 1 mark
4
[9]

(a) (i) undiscovered elements owtte

2. 1

(ii) they would be in the wrong group / have the wrong / different properties
/ don’t fit the pattern owtte
allow atomic weights may have been wrong
1

(b) (i) any three from:

• elements arranged in proton / atomic number order

ignore mass number / atomic weight / neutrons throughout

• group: elements in the same group / column have

same number of outer electrons owtte

• group: number of shells increase down group

• period: elements in the same period / row have

the same number of shells / energy levels

• period: number of protons / electrons increase across period

• atomic number: link of atomic number to number of protons

• atomic number gives number of electrons

3

Page 21 of 32
 (ii) it would mean splitting a proton / electron

or

implication of splitting proton / electron

1

(c) must be a comparison

(outer) electron closer (to nucleus)

accept fewer (electron) shells / energy levels
fluorine is the smaller/est
1

stronger/est attraction (to nucleus) owtte

do not allow magnetic / intermolecular forces

or

less screening (by inner electrons)

1

electron gained more easily

need some indication of outer electron shell somewhere in
explanation otherwise max of 2 marks
1
[9]

(a) kills bacteria / sterilises (water)

3.
allow kills microorganisms / microbes / germs
allow ‘makes (water) safe (to drink)’ or disinfectant
ignore cleans water or removes impurities / bacteria
1

(b) goes colourless / decolourised (from red / red-brown / brown / yellow / orange)
allow colour disappears
ignore ‘goes clear’ or discoloured
do not accept incorrect initial colour
do not accept precipitate
1

(c) (i) Br2 and 2Cl–

allow multiples / fractions if whole equation balanced
1

(ii) changes to red / red-brown / brown / yellow / orange

do not accept effervescence / fizzing / precipitate / gas given off
ignore vapour / temperature changes / ignore initial colour
1

Page 22 of 32
 (d) (i) 7 outer electrons or

same number of outer electrons

allow last / final shell for outer
allow energy level / orbit / ring for shell
allow ‘need to gain 1 e – to have a full outer shell’
ignore ‘similar number of outer electrons’
1

(ii) bromine / it (atom) is bigger or

must be a comparison

outer electrons (level / shell) further from nucleus or more shells

do not accept more outer shells
ignore more electrons

forces / attractions are weaker or more shielding or attracts less

do not accept magnetic / gravitational / intermolecular forces
allow ‘electron(s) attracted less easily’

electron(s) gained less easily

“outer / last / final” must be mentioned once, otherwise max 2
marks.
accept converse for chlorine throughout where clearly stated
3

(e) (i) white precipitate or white solid

ignore names of chemicals
1

(ii) cream precipitate or cream solid

allow pale yellow / off-white precipitate / solid
ignore names of chemicals
1
[10]

(a) lattice / giant structure

4.
max 3 if incorrect structure or bonding or particles
1

ionic or (contains) ions

1

Na+ and Cl-

accept in words or dot and cross diagram: must include type and
magnitude of charge for each ion
1

electrostatic attraction
allow attraction between opposite charges
1

Page 23 of 32
(b) hydrogen
allow H2
1

sodium hydroxide
allow NaOH
1

(c) any one from, eg:

• people should have the right to choose
• insufficient evidence of effect on individuals
• individuals may need different amounts.
allow too much could be harmful
ignore religious reasons
ignore cost
ignore reference to allergies
1

Page 24 of 32
 (d) (i) one bonding pair of electrons
accept dot, cross or e or − or any combination, eg

6 unbonded electrons on each atom

1

(ii) simple molecules

max 2 if incorrect structure or bonding or particles
accept small molecules
accept simple / small molecular structure
1

with intermolecular forces

accept forces between molecules
must be no contradictory particles
1

which are weak or which require little energy to overcome − must be linked to
second marking point
reference to weak covalent bonds negates second and third
marking points
1

(iii) iodine has no delocalised / free / mobile electrons or ions

1

so cannot carry charge

if no mark awarded iodine molecules have no charge gains 1 mark
1
[14]

(a)  liquid  gas
5. 1

(b)  (boiling point) increases (down the table / group)

1

(because) the relative formula / molecular mass increases

or
(because) the size of the molecule increases
1

Page 25 of 32
 (so) the intermolecular forces increase (in strength)
allow (so) the forces between molecules increase (in
strength)
1

(so) more energy is needed to overcome the intermolecular forces

allow (so) more energy is needed to separate the
molecules
do not accept a reference to breaking bonds unless
specifically between molecules
1

(c)  boiling point is a bulk property

allow boiling point is related to intermolecular forces (so
more than one molecule is involved)
1

(d)  the gas / halogen is toxic

allow the gas / halogen is poisonous / harmful allow to
prevent inhalation of the gas / halogen
ignore deadly / lethal
1

(e)  (going down the group) the outer electrons / shell become further from the nucleus
allow energy level for shell throughout
allow the atoms become larger
allow the number of shells increases
ignore the number of outer shells increases
1

(so) the nucleus has less attraction for the outer electrons / shell
allow (so) the nucleus has less attraction for the
incoming electron
allow (so) increased shielding between the nucleus and
the outer electrons / shell
allow (so) increased shielding between the nucleus and
the incoming electron
1

(so) an electron is gained less easily

1

Page 26 of 32
 (f)  4.48 (g iron) and 8.52 (g chlorine)
1

(moles Fe = =) 0.08
allow correct calculation using incorrectly calculated
mass of iron
1

(moles Cl = =) 0.24
allow correct calculation using incorrectly calculated
mass of chlorine
allow (moles Cl2 = =) 0.12
1

(Fe : Cl = 0.08 : 0.24 =) 1 : 3

allow correct calculation using incorrectly calculated
moles of iron and / or chlorine

2 Fe + 3 Cl2 → 2 FeCl3
allow multiples / fractions
allow a correctly balanced equation including Fe and Cl2
from an incorrect ratio of Fe : Cl
allow 1 mark for Fe and Cl2
(reactants) and FeCl3 (product)
or
allow 1 mark for Fe and Cl2 (reactants) and a formula
for iron chloride correctly derived from an incorrect ratio
of Fe : Cl (product)
2
[16]

(a)  potassium chloride and iodine

6.
either order
allow KCl for potassium chloride and I2 for iodine
1

Page 27 of 32
(b)  (chlorine’s) outer electrons / shell closer to the nucleus
allow chlorine has fewer shells
allow chlorine atom is smaller than iodine atom
ignore chlorine has fewer outer shells
1

(so) the chlorine nucleus has greater attraction for outer electrons / shell
allow chlorine has less shielding
do not accept incorrect types of attraction
1

(so) chlorine gains an electron more easily

1
max 2 marks can be awarded if the answer refers to
chloride / iodide instead of chlorine / iodine
allow converse statements
allow energy levels for shells throughout

(c)  hydrogen chloride is made of small molecules

allow hydrogen chloride is simple molecular
1

(so hydrogen chloride) has weak intermolecular forces*

1

(intermolecular forces) require little energy to overcome*

1
*do not accept reference to bonds breaking unless
applied to intermolecular bonds

(d)  (bonds broken = 4(412) + 193 =)1841

1

(bonds formed = 3(412) + 366 + X =) 1602 + X

1

−51 = 1841 − (1602 + X)

allow use of incorrectly calculated values of bonds
broken and / or bonds formed from steps 1 and 2 for
steps 3 and 4
1

(X =) 290 (kJ/mol)
allow a correctly calculated answer from use of −51 =
bonds formed − bonds broken
1

Page 28 of 32
 OR

alternative method ignoring the 3 unchanged C−H bonds

(412 + 193 =) 605 (1)

366 + X (1)

−51 = 605 − (366 + X) (1)

(X =) 290 (kJ/mol) (1)

an answer of 290 (kJ/mol) scores 4 marks
an answer of 188 (kJ/mol) scores 3 marks
an incorrect answer for one step does not prevent
allocation of marks for subsequent steps
[11]

(a)  electrolysis uses electricity to produce a chemical reaction

7.
allow voltage for electricity
allow potential difference for electricity
allow (electrical) current for electricity
allow electrolysis uses electricity to decompose a
compound / electrolyte
1

(but) cells use a chemical reaction to produce electricity

1

(b)  2Br– → Br2 + 2e–

allow multiples
allow 1 mark for Br2 and e–
2

(c)

Product at positive Product at negative

Salt solution
electrode electrode

(copper nitrate) oxygen (1) (copper)

(potassium iodide) iodine (1) hydrogen (1)

1
2

Page 29 of 32
 (d)  filter the mixture
1

wash and dry the copper / residue

1

weigh the copper collected

1

add to the increase in mass of the electrode

1

(e)  (for given current) straight line through the origin

allow (for given current) when time doubles, mass
doubles
1

(f)  (for given time) when current doubles, mass doubles with supporting data
1

(g)  copper ions are discharged (from the solution)

allow the solution becomes less concentrated
allow copper ions are removed (from the solution)
allow copper ions are used up (from the solution)
1

(h)  (number of moles = =)

3.78 × 10–3 or 0.00378
1

(number of atoms =)
0.00378 × 6.02 × 1023
allow correct use of an incorrectly calculated number of
moles
1

= 2.28 × 1021
allow a correct evaluation to 3 significant figures of an
incorrect expression which involves only a mass from
the graph, the Ar of copper and the Avogadro constant
1
[17]

(a) line goes up before it goes down

8. 1

energy given out correctly labelled

1

activation energy labelled correctly

1

(b) electrostatic force of attraction between shared pair of negatively charged electrons
1

Page 30 of 32
 and both positively charged nuclei
1

(c) bonds formed = 348 +4(412) + 2(276) = 2548 kJ / mol

1

bonds broken − bonds formed = 612 + 4(412) + (Br-Br) − 2548 = 95 kJ / mol

1
Alternative approach without using C-H bonds
For step 1 allow = 348 + 2(276) = 900 kJ / mol
Then for step 2 allow 612 + (Br-Br) − 900 = 95 kJ / mol

193 (kJ / mol)

1

Page 31 of 32
 accept (+)193 (kJ / mol) with no working shown for 3 marks
−193(kJ / mol) scores 2 marks
allow ecf from step 1 and step 2

(d) Level 3 (5–6 marks):

A detailed and coherent explanation is given, which demonstrates a broad understanding
of the key scientific ideas. The response makes logical links between the points raised and
uses sufficient examples to support these links. A conclusion is reached.

Level 2 (3–4 marks):

An explanation is given which demonstrates a reasonable understanding of the key
scientific ideas. A conclusion may be reached but the logic used may not be clear or linked
to bond energies.

Level 1 (1–2 marks):

Simple statements are made which demonstrate a basic understanding of some of the
relevant ideas. The response may fail to make logical links between the points raised.

0 marks:
No relevant content.

Indicative content

Size and strength

• chlorine atoms have fewer electron energy levels/shells
• chlorine atoms form stronger bonds
• Cl–Cl bond stronger than Br–Br
• C–Cl bond stronger than C–Br

Energies required
• more energy required to break bonds with chlorine
• more energy given out when making bonds with chlorine
• overall energy change depends on sizes of energy changes

Conclusions
• if C−Cl bond changes less, then less exothermic
• if C−Cl bond changes more, then more exothermic
• can’t tell how overall energy change will differ as do not know which changes
more.
6
[14]

Page 32 of 32