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A Level · Cambridge (CIE) · 9701

Build a full comparison of aryl and alkyl halides

Use connectivity, carbon hybridisation and bond delocalisation together to explain the halogenoarene–halogenoalkane reactivity difference.

Halogen compounds · Cambridge International AS & A Level Chemistry 9701 · 31.1

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 31. The syllabus examples are benzene to chlorobenzene and methylbenzene to the 2- and 4-ring-substituted products. Keep ring-bound chlorine distinct from side-chain –CH₂Cl. Explain the reactivity comparison using the C–Cl bond and aromatic delocalisation. Written practice is self-checked

Before you begin

  • Use aromatic substitution from Topic 30, structural formulas and the difference between an sp² aromatic carbon and an sp³ alkyl carbon.

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

Quick readiness check

What three ideas make a complete explanation of the reactivity difference?

What you will learn

  • Classify chlorobenzene and chloroethane
  • Link ring attachment to C–Cl bond character
  • Present a complete comparative explanation with a qualified conclusion

Make the comparison explicit

Name the compounds and locate chlorine: chlorobenzene has ring-bound Cl; chloroethane has Cl bonded to an aliphatic carbon. This prevents the comparison from silently changing to a side-chain isomer.

Then compare the bonding: chlorine's lone pair delocalises into the aromatic π system, giving chlorobenzene's C–Cl bond partial double-bond character. The bond is shorter and stronger than in chloroethane.

Connect bond strength to substitution

A nucleophile can replace Cl only if the C–Cl bond breaks. The stronger aryl C–Cl bond in chlorobenzene resists that step, so chlorobenzene is less reactive toward nucleophilic substitution than chloroethane.

A full explanation has three connected parts: delocalisation, stronger/shorter C–Cl bond, and lower substitution reactivity. Avoid unsupported absolutes such as ‘never reacts’.

Pause and explain

What is the correct qualified conclusion?

Put the idea to work

Worked example

Write a concise comparative explanation of the reactivity of chlorobenzene and chloroethane.

Show the worked solution
  1. State that chlorobenzene is less reactive toward nucleophilic substitution.
  2. Explain the chlorine lone pair's delocalisation into the ring and partial double-bond character.
  3. Link the stronger C–Cl bond to more difficult bond breaking.

Answer Chlorobenzene is less reactive because a chlorine lone pair delocalises into the ring, strengthening and shortening the aryl C–Cl bond; it is harder to break than chloroethane's C–Cl bond.

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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

Mark this explanation complete or incomplete: ‘Chlorobenzene is less reactive because its C–Cl bond is stronger.’ What mechanism-level reason is missing?

Give me a hint

Add the electronic cause of the bond strength.

Compare my reasoning
  1. State the chlorine lone pair overlaps with the aromatic π system.
  2. This gives the bond partial double-bond character.
  3. The stronger bond is less easily broken during substitution.

It is incomplete: explain that chlorine's lone pair delocalises into the ring, giving the C–Cl bond partial double-bond character and strengthening it.

Look for these in your work

  • Gap identified
  • Delocalisation added
  • Bond effect connected
2 · Independent

Why is the phrase ‘chlorobenzene is less reactive’ more accurate than ‘chlorobenzene does not react’?

Give me a hint

Keep the claim within a comparative syllabus outcome.

Compare my reasoning
  1. The outcome compares chlorobenzene with chloroethane.
  2. It describes lower reactivity toward nucleophilic substitution.
  3. It does not claim that reaction is impossible under all conditions.

The syllabus establishes a relative difference in nucleophilic-substitution reactivity; it does not support an absolute claim that chlorobenzene can never react.

Look for these in your work

  • Comparison stated
  • Reaction type specified
  • Absolute avoided
3 · Transfer

A structure is C₆H₅CH₂Cl, not C₆H₅Cl. Can the chlorobenzene reactivity explanation be applied unchanged? Explain.

Give me a hint

First classify where chlorine is attached.

Compare my reasoning
  1. C₆H₅CH₂Cl has side-chain Cl.
  2. It is not chlorobenzene with aryl C–Cl bonding.
  3. The specific delocalised aryl-bond explanation cannot be transferred unchanged.

No. C₆H₅CH₂Cl has side-chain chlorine; chlorobenzene has direct ring–Cl bonding and the aryl C–Cl delocalisation explanation applies to the latter.

Look for these in your work

  • Connectivity identified
  • Compound classification correct
  • Explanation boundary stated

Common mistakes

  • Listing a bond difference without linking it to reaction rate
  • Saying a nucleophile breaks the benzene ring
  • Leaving out which compound is more reactive
  • Using ‘impossible’ instead of the relative statement less reactive
Recall without your notes

What can you explain now?

What three ideas make a complete explanation of the reactivity difference?

Compare with the explanation

Delocalisation, stronger C–Cl bond, lower substitution reactivity

These link electronic structure to the observed comparison.

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

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Make it stick

How do you make a full, accurate and appropriately qualified aryl-versus-alkyl halide 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 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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