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Class: ________________________
Group 7: The Halogens
High Demand Questions
Date: ________________________
Comments:
Page 1 of 30
Q1.
The table shows the properties of four elements from Group VII of the Periodic Table.
(b) Comment briefly on the trend in melting points for these four elements.
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(1)
(i) why the reactions of these elements with hydrogen are similar.
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(ii) why their reactivity with hydrogen decreases from fluorine to iodine.
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(4)
(Total 9 marks)
Page 2 of 30
Q2.
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(ii) State why some elements were not placed in order of increasing atomic weight.
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Explain how.
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(3)
(ii) Suggest why it is impossible to have an undiscovered element that would fit
between sodium and magnesium.
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Page 3 of 30
(c) Explain, in terms of electrons, why fluorine is the most reactive element in Group 7.
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(3)
(Total 9 marks)
Page 4 of 30
Q3.
Chlorine and bromine are important Group 7 elements.
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(b) Describe what you would see when bromine water is added to an unsaturated organic
compound.
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(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.
(ii) Describe what you see when chlorine is added to a solution containing bromide
ions.
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Page 5 of 30
(e) What is the result of adding acidified silver nitrate solution to a solution containing:
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(Total 10 marks)
Page 6 of 30
Q4.
This question is about sodium chloride and iodine.
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(4)
Name the two other products from the electrolysis of sodium chloride solution.
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(2)
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.
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Page 7 of 30
(d) The bonding in iodine is similar to the bonding in chlorine.
(2)
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(3)
(iii) Explain, in terms of particles, why liquid iodine does not conduct electricity.
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(2)
(Total 14 marks)
Page 8 of 30
Q5.
This question is about the halogens.
Table 1 shows the melting points and boiling points of some halogens.
Table 1
Bromine –7 59
Gas Gas
Liquid Gas
Liquid Liquid
Solid Liquid
(1)
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(4)
Page 9 of 30
(c) Why is it not correct to say that the boiling point of a single bromine molecule is 59 °C?
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(d) Give one reason why this experiment should be done in a fume cupboard.
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(e) Explain why the reactivity of the halogens decreases going down the group.
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(f) A teacher investigated the reaction of iron with chlorine using the apparatus in the
Page 10 of 30
above diagram.
Mass in g
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Page 11 of 30
Q6.
This question is about Group 7 elements.
(a) Name the products formed when chlorine solution reacts with potassium iodide
solution.
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(1)
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(3)
Page 12 of 30
(d) Bromine reacts with methane in sunlight.
The diagram below shows the displayed formulae for the reaction of bromine with
methane.
The table below shows the bond energies and the overall energy change in the
reaction.
Overall
C—H Br—Br C—Br H—Br energy
change
Energy in
412 193 X 366 −51
kJ/mol
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Page 13 of 30
Q7.
This question is about chemical reactions and electricity.
(a) Electrolysis and chemical cells both involve chemical reactions and electricity.
Explain the difference between the processes in electrolysis and in a chemical cell.
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(2)
(2)
Page 14 of 30
(c) Two aqueous salt solutions are electrolysed using inert electrodes.
Potassium iodide
(3)
Some students investigated the electrolysis of copper nitrate solution using inert electrodes.
Figure 1
The students investigated how the mass of copper produced at the negative electrode varied
with:
• time
• current.
Page 15 of 30
(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.
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(4)
Figure 2
A student correctly concluded that the total mass of copper produced is directly proportional
both to the time and to the current.
(e) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the time?
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Page 16 of 30
(f) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the current?
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Suggest why the blue colour of the copper nitrate solution fades during the electrolysis.
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(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
Use Figure 2.
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Page 17 of 30
Q8.
This question is about the reaction of ethene and bromine.
Figure 1
(3)
(b) When ethene reacts with bromine, energy is required to break covalent bonds in the
molecules.
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(2)
Page 18 of 30
(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.
Overall
C=C C–H C–C C–Br 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.
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Page 19 of 30
(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.
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(6)
(Total 14 marks)
Page 20 of 30
Mark schemes
Q1.
(a) (i) 9
(iii) liquid
each for 1 mark
4
Q2.
(a) (i) undiscovered elements owtte
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
Page 21 of 30
(ii) it would mean splitting a proton / electron
or
or
Q3.
(a) kills bacteria / sterilises (water)
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
Page 22 of 30
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
outer electrons (level / shell) further from nucleus or more shells
do not accept more outer shells
ignore more electrons
Q4.
(a) lattice / giant structure
max 3 if incorrect structure or bonding or particles
1
electrostatic attraction
allow attraction between opposite charges
1
(b) hydrogen
allow H2
1
sodium hydroxide
Page 23 of 30
allow NaOH
1
1
(ii) simple molecules
max 2 if incorrect structure or bonding or particles
accept small molecules
accept simple / small molecular structure
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
Q5.
(a) liquid gas
1
Page 24 of 30
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
(moles Fe = =) 0.08
allow correct calculation using incorrectly calculated
Page 25 of 30
mass of iron
1
(moles Cl = =) 0.24
allow correct calculation using incorrectly calculated
mass of 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]
Q6.
(a) potassium chloride and iodine
either order
allow KCl for potassium chloride and I2 for iodine
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
Page 26 of 30
1
(X =) 290 (kJ/mol)
allow a correctly calculated answer from use of −51
= bonds formed − bonds broken
1
OR
366 + X (1)
Q7.
(a) electrolysis uses electricity to produce a chemical reaction
allow voltage for electricity
allow potential difference for electricity
allow (electrical) current for electricity
allow electrolysis uses electricity to decompose a
compound / electrolyte
1
Page 27 of 30
(b) 2Br– → Br2 + 2e–
allow multiples
allow 1 mark for Br2 and e–
2
(c)
Product at positive Product at
Salt solution
electrode negative electrode
(f) (for given time) when current doubles, mass doubles with supporting data
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
Page 28 of 30
1
[17]
Q8.
(a) line goes up before it goes down
1
(b) electrostatic force of attraction between shared pair of negatively charged electrons
1
0 marks:
No relevant content.
Indicative content
Page 29 of 30
• 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 30 of 30