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A Level · Cambridge (CIE) · 9701

Compare chemical bonds with intermolecular forces

Distinguish bonds within structures from attractions between molecules and compare their relative strengths as specified.

Section 3 · Chemical bonding

Chemical bonding · Cambridge 9701 AS Chemistry · 3.6

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Use the supplied Pauling values when given, show particle and bond reasoning, and distinguish intramolecular bonds from intermolecular forces. Written practice is self-checked

Before you begin

  • Read element symbols and simple molecular formulae; use the Periodic Table.

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

Quick readiness check

In a simple molecular substance, where are covalent bonds found?

What you will learn

  • State the general strength comparison between ionic, covalent and metallic bonding and intermolecular forces
  • Identify whether a change breaks bonds or overcomes intermolecular forces

Bonds within a substance are distinct from forces between molecules

Ionic, covalent and metallic bonding hold the particles or structures together. Intermolecular forces act between molecular entities. The distinction explains why a simple molecular substance can contain strong covalent bonds within each molecule but weaker attractions between separate molecules.

In general, ionic, covalent and metallic bonding are stronger than intermolecular forces. Use this as the syllabus comparison, while naming which specific interaction is being overcome in a process.

A physical change need not break covalent bonds

Boiling a simple molecular liquid usually separates molecules by overcoming intermolecular attractions; it does not usually break the covalent bonds inside those molecules. A chemical reaction can involve breaking and making covalent bonds.

Ionic and metallic solids are extended structures rather than collections of simple molecules. Do not apply the molecule/intermolecular-force explanation to every solid without checking its structure.

Pause and explain

What is usually overcome when a simple molecular liquid boils?

Put the idea to work

Worked example

When water boils, distinguish the covalent O–H bonds from the attractions overcome.

Show the worked solution
  1. O–H bonds are within each water molecule.
  2. Hydrogen bonds act between neighbouring water molecules.
  3. Boiling separates molecules by overcoming intermolecular attractions.

Answer Boiling water overcomes intermolecular hydrogen-bond attractions; it does not normally break the covalent O–H bonds within each H₂O molecule.

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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

State the general strength comparison in the syllabus between ionic, covalent and metallic bonding and intermolecular forces.

Give me a hint

Compare the three intraparticle bond types with attractions between molecular entities.

Compare my reasoning
  1. Name ionic, covalent and metallic bonding.
  2. Name intermolecular forces separately.
  3. State the general relative strength without claiming each pair has identical strength.

In general, ionic, covalent and metallic bonding are stronger than intermolecular forces.

Look for these in your work

  • All three bonding types included
  • Intermolecular forces distinguished
  • General comparison phrased accurately
2 · Independent

A student boils liquid bromine, Br₂, and claims the Br–Br covalent bond must be broken. Correct the claim.

Give me a hint

Identify what changes when molecules enter the gas phase.

Compare my reasoning
  1. Br–Br covalent bonds are inside each Br₂ molecule.
  2. Intermolecular attractions act between Br₂ molecules.
  3. Boiling separates molecules by overcoming the latter attractions.

Boiling bromine overcomes intermolecular attractions between Br₂ molecules; the Br–Br covalent bonds within each molecule are not normally broken.

Look for these in your work

  • Intramolecular bond located
  • Intermolecular attraction located
  • Physical-change distinction explained
3 · Transfer

Classify the main interaction overcome when ice melts and when a covalent molecule reacts by addition across a double bond.

Give me a hint

Separate a physical state change from a chemical reaction.

Compare my reasoning
  1. Melting ice disrupts some intermolecular hydrogen-bond arrangement.
  2. An addition reaction changes covalent bonding within the molecule.
  3. The two processes involve different interaction levels.

Melting ice changes intermolecular hydrogen-bond attractions and packing. Addition across a double bond changes covalent bonds within the molecules.

Look for these in your work

  • Melting interaction identified
  • Reaction bond identified
  • Process types distinguished

Common mistakes

  • Calling an intermolecular force the bond within a molecule
  • Claiming boiling normally breaks covalent bonds
  • Applying the simple-molecule model to giant lattices
  • Saying all individual interactions have identical strength
Recall without your notes

What can you explain now?

In a simple molecular substance, where are covalent bonds found?

Compare with the explanation

Within each molecule

They hold the atoms in one molecule together.

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Make it stick

When particles separate, which internal bonds remain and which between-particle attractions can be overcome?

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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