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A Level · Cambridge (CIE) · 9701

Explain bromide and iodide reactions with concentrated sulfuric acid

Balance the redox products formed when bromide and iodide ions reduce concentrated sulfuric acid.

Section 11 · Group 17

Group 17: the halogens · Cambridge 9701 AS Chemistry · 11.3

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. State conditions for halogen reactions, distinguish halogen oxidising strength from halide-ion reducing strength, and balance redox equations. Chlorine, bromine, iodine and concentrated acids are hazardous; examples teach chemistry, not practical instructions. Written practice is self-checked

Before you begin

  • Use molecular halogen formulas X₂, oxidation numbers, ionic equations and electron-transfer ideas.

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

Quick readiness check

Which is the stronger reducing agent, Br⁻ or I⁻?

What you will learn

  • Explain why Br⁻ and I⁻ reduce concentrated sulfuric acid
  • Write balanced equations with multiple reduction products
  • Compare halide reducing strength

Bromide is oxidised to bromine and sulfuric acid is reduced

When a bromide salt reacts with concentrated sulfuric acid, an initial acid–base step can release HBr, then bromide reduces sulfuric acid. A representative overall equation is 2NaBr + 3H₂SO₄ → 2NaHSO₄ + Br₂ + SO₂ + 2H₂O.

Bromine changes from −1 to 0; sulfur in sulfuric acid changes from +6 to +4 in SO₂. Bromide is the reducing agent and sulfuric acid the oxidising agent.

Iodide is a stronger reducing agent and can reduce sulfuric acid further

Iodide is oxidised to iodine. Depending on conditions, sulfuric acid may be reduced to SO₂, sulfur or H₂S. Balanced sodium-iodide examples are: 2NaI + 3H₂SO₄ → 2NaHSO₄ + I₂ + SO₂ + 2H₂O; 6NaI + 7H₂SO₄ → 6NaHSO₄ + 3I₂ + S + 4H₂O; 8NaI + 9H₂SO₄ → 8NaHSO₄ + 4I₂ + H₂S + 4H₂O.

Do not claim a single sulfur product in every reaction mixture. Iodide is a stronger reducing agent than bromide, so it can transfer more electrons and reduce sulfur to lower oxidation states.

Pause and explain

What oxidation-number change shows sulfuric acid is reduced to SO₂?

Put the idea to work

Worked example

For the reaction 2NaBr + 3H₂SO₄ → 2NaHSO₄ + Br₂ + SO₂ + 2H₂O, identify the oxidised and reduced species.

Show the worked solution
  1. Br⁻ in NaBr changes from −1 to 0 in Br₂.
  2. Sulfur changes from +6 in H₂SO₄ to +4 in SO₂.
  3. Br⁻ is oxidised and sulfuric acid is reduced.

Answer Br⁻ is oxidised to Br₂; sulfuric acid is reduced to SO₂. Br⁻ is the reducing agent.

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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

Complete the balanced equation for bromide reducing concentrated sulfuric acid: NaBr + H₂SO₄ → NaHSO₄ + Br₂ + SO₂ + H₂O.

Give me a hint

Balance bromine as Br₂, then balance sodium hydrogensulfate and the sulfur dioxide reduction.

Compare my reasoning
  1. Use 2NaBr to make Br₂.
  2. Use 2NaHSO₄ for sodium and sulfate balance.
  3. Three H₂SO₄, one SO₂ and two H₂O balance H, S and O.

2NaBr + 3H₂SO₄ → 2NaHSO₄ + Br₂ + SO₂ + 2H₂O.

Look for these in your work

  • Br₂ balanced
  • Sulfur products balanced
  • H and O checked
2 · Independent

Write the balanced equation for sodium iodide reducing sulfuric acid to sulfur.

Give me a hint

Use the smallest integer equation for NaHSO₄, I₂, S and water.

Compare my reasoning
  1. Six NaI give six NaHSO₄ and three I₂.
  2. The sulfur product is one S atom.
  3. Seven H₂SO₄ and four H₂O balance hydrogen, sulfur and oxygen.

6NaI + 7H₂SO₄ → 6NaHSO₄ + 3I₂ + S + 4H₂O.

Look for these in your work

  • Iodine balanced
  • Sulfur product stated
  • All atoms balanced
3 · Transfer

Explain why iodide can produce H₂S in a concentrated sulfuric acid reaction while chloride does not show the same redox behavior.

Give me a hint

Compare the reducing strengths and sulfur oxidation-state changes.

Compare my reasoning
  1. I⁻ is a much stronger reducing agent than Cl⁻.
  2. I⁻ can reduce sulfur from +6 to −2 in H₂S while being oxidised to I₂.
  3. Cl⁻ is too weak a reducing agent in the standard test and forms HCl by acid–base reaction.

I⁻ is strong enough to reduce H₂SO₄ to H₂S as it is oxidised to I₂; Cl⁻ is weaker and gives the non-redox HCl reaction.

Look for these in your work

  • Reducing strengths compared
  • Oxidation states linked
  • Chloride contrast correct

Common mistakes

  • Saying bromide reduces sulfuric acid to H₂S as the only product
  • Missing that iodide can form S or H₂S as well as SO₂
  • Forgetting the initial acid–base HBr step in a mechanism description
  • Leaving equations unbalanced or omitting water
Recall without your notes

What can you explain now?

Which is the stronger reducing agent, Br⁻ or I⁻?

Compare with the explanation

I⁻

Reducing strength increases down the group.

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

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Make it stick

How do the products and electron transfers differ for chloride, bromide and iodide with concentrated sulfuric acid?

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.

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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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