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A Level · Cambridge (CIE) · 9701

Explain electrophilic addition of bromine to ethene

Describe how the alkene π bond attracts a bromine electrophile and forms a dibromoalkane.

Hydrocarbons · Cambridge 9701 AS Chemistry · 14.2

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Apply the stated reagents and conditions, balance equations, and keep mechanistic claims within the named examples. Written practice is self-checked

Before you begin

  • Use displayed and structural formulas, covalent bond polarity, balanced equations, and the organic reaction terms from Topic 13.

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

Quick readiness check

Where does the first electron-pair arrow start in electrophilic addition?

What you will learn

  • Identify the electrophile and electron-pair source
  • Show heterolytic bond fission
  • Explain formation of a vicinal dibromo product
Br₂ addition to ethene · electron pairsCH₂=CH₂ + Brδ⁺—Brδ⁻ → positive carbon intermediate + Br⁻π pair attacks δ⁺ Br · Br—Br pair moves to the second BrC₂H₄Br⁺positive carbon intermediate+Br⁻ · lone pairBr⁻ attacks the positive carbonCH₂Br—CH₂Br · 1,2-dibromoethane
Schematic electron-pair mechanism for bromine addition to ethene. The C=C π pair attacks the δ-positive bromine in polarised Br₂; the Br–Br pair moves to the second bromine. Br⁻ then donates a lone pair to the positive carbon intermediate, forming 1,2-dibromoethane. Full curly arrows represent electron pairs; this is a simplified syllabus mechanism, not a three-dimensional orbital drawing.

The π bond attracts an electrophile

The electron-rich π bond in ethene attracts bromine. As Br₂ approaches, its electron cloud becomes polarised: the closer Br atom is δ⁺ and can act as an electrophile.

A full curly arrow shows an electron pair moving from the C=C bond toward Br. The Br–Br bond breaks heterolytically and the other bromine becomes Br⁻. Follow the syllabus mechanism representation and keep charges explicit.

The intermediate reacts with bromide

The first step forms a positively charged carbon intermediate and Br⁻; a lone pair on Br⁻ then forms a C–Br bond.

Overall, each carbon of the original C=C gains one bromine, producing 1,2-dibromoethane. In mechanism drawings, arrows begin at electron pairs or bonds and point to where those electrons go.

Pause and explain

What does heterolytic Br–Br fission form in this mechanism?

Put the idea to work

Worked example

Outline electrophilic addition of Br₂ to ethene using electron-pair movement.

Show the worked solution
  1. The alkene π bond polarises nearby Br₂ and attacks δ⁺ Br.
  2. The Br–Br pair moves to the other Br, forming Br⁻ and a carbon intermediate.
  3. Br⁻ donates a lone pair to the positively charged carbon.

Answer The π bond attacks polarised Br₂; heterolytic Br–Br fission forms Br⁻ and a positive carbon intermediate, then Br⁻ adds to give CH₂BrCH₂Br.

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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

Describe the two electron-pair movements in addition of Br₂ to ethene.

Give me a hint

Track the alkene pair, then the bromide lone pair.

Compare my reasoning
  1. A π pair forms a bond to δ⁺ Br.
  2. The Br–Br bond pair moves to the second Br.
  3. Br⁻ donates a lone pair to the carbon intermediate.

The C=C π pair attacks polarised Br₂ and Br–Br fissions heterolytically; Br⁻ then donates a pair to the positively charged carbon to form 1,2-dibromoethane.

Look for these in your work

  • First electron source correct
  • Br–Br fission shown
  • Second attack identified
2 · Independent

A student draws a full curly arrow from one dot on a radical to Br₂. Explain the notation error for this electrophilic-addition example.

Give me a hint

Decide whether one electron or a pair moves.

Compare my reasoning
  1. This mechanism tracks electron pairs, not radical single electrons.
  2. Full curly arrows represent two-electron movement.
  3. Begin at the π bond or lone pair and point to the bond-forming destination.

Use full curly arrows from electron pairs for electrophilic addition; fish-hook arrows are for single-electron radical steps.

Look for these in your work

  • Mechanism type separated
  • Arrow type named
  • Arrow source corrected
3 · Transfer

Identify the product and classify the reaction of Br₂ with ethene.

Give me a hint

Check whether the C=C remains after both bromines add.

Compare my reasoning
  1. One Br attaches to each former alkene carbon.
  2. The C=C becomes C–C.
  3. Two atoms add across the double bond.

1,2-dibromoethane forms by electrophilic addition.

Look for these in your work

  • Product connectivity correct
  • Bond change stated
  • Reaction classified

Common mistakes

  • Starting a curly arrow at a positive charge
  • Using a fish-hook arrow for an electron pair
  • Forgetting the bromide nucleophile in the second step
Recall without your notes

What can you explain now?

Where does the first electron-pair arrow start in electrophilic addition?

Compare with the explanation

At the alkene π bond

The π electron pair acts as the electron source.

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Make it stick

How do the π bond and bromide ion each contribute to the product in electrophilic addition?

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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