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A Level · Cambridge (CIE) · 9701

Identify halogens and halides from combined evidence

Use displacement, silver-ion tests and concentrated-acid behavior to make qualified halogen and halide deductions.

Group 17: the halogens · Cambridge 9701 AS Chemistry · 11.2 / 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 pair of tests directly distinguishes chloride, bromide and iodide precipitates?

What you will learn

  • Combine oxidising and reducing trends
  • Select confirmatory observations
  • State when evidence does not identify a unique species

Separate evidence about a halogen from evidence about its ion

A halogen displacement test probes oxidising strength of X₂; the Ag⁺/NH₃ test probes halide identity through precipitate color and solubility; concentrated H₂SO₄ probes halide reducing strength.

The direction patterns are related but not interchangeable: oxidising strength X₂ decreases down the group, while reducing strength X⁻ increases down the group.

Build a conclusion from more than one observation

A cream AgX precipitate with dissolution only in concentrated ammonia supports Br⁻. A positive displacement by chlorine also supports bromide or iodide, so it must be combined with the silver-ion pattern to distinguish them.

Color can be affected by concentration, lighting, mixtures or contamination. Acidify the silver test with dilute nitric acid and use the complete prescribed sequence before stating an identity.

Pause and explain

What is the strongest conclusion from chlorine displacing an unknown halide ion?

Put the idea to work

Worked example

An unknown solution gives a cream silver-halide precipitate that dissolves only in concentrated ammonia. Chlorine also displaces the halide. Identify the ion and explain why the two tests agree.

Show the worked solution
  1. Cream AgBr dissolves in concentrated but not dilute ammonia.
  2. Chlorine is stronger as an oxidising agent than bromine and oxidises Br⁻ to Br₂.
  3. Both observations support bromide.

Answer The ion is Br⁻: the AgBr precipitate is cream and has the stated ammonia behavior, while Cl₂ displaces Br⁻ to form Br₂.

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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

A sample forms white AgCl that dissolves in dilute ammonia. State the likely ion and one suitable follow-up comparison.

Give me a hint

Use the AgCl color and its ammonia behavior; check for contamination if the sample is complex.

Compare my reasoning
  1. White AgCl is consistent with chloride.
  2. Its dissolution in dilute ammonia supports the assignment.
  3. A controlled displacement comparison can provide additional evidence.

The sample likely contains Cl⁻. A controlled halogen displacement test can provide a second line of evidence.

Look for these in your work

  • Likely ion identified
  • Ammonia response used
  • Follow-up specified
2 · Independent

Chlorine displaces an unknown halide but bromine does not. Which halide is most consistent with the evidence?

Give me a hint

Chlorine can displace Br⁻ and I⁻, while bromine displaces I⁻ only.

Compare my reasoning
  1. If bromine does not displace it, iodide is less likely.
  2. Chlorine displacing it is consistent with bromide.
  3. The combined pattern supports Br⁻, subject to controlled conditions.

Bromide is most consistent: Cl₂ displaces Br⁻, while Br₂ does not displace Br⁻ from its own salt.

Look for these in your work

  • Both observations used
  • Species matched to trend
  • Conditions qualified
3 · Transfer

A sample gives a yellow precipitate but the ammonia response is not recorded. What can you conclude and what evidence is missing?

Give me a hint

Yellow is consistent with AgI, but complete the solubility sequence.

Compare my reasoning
  1. Yellow precipitate suggests AgI.
  2. Without ammonia results, the full AgCl/AgBr/AgI pattern is incomplete.
  3. Repeat under controlled conditions and record dilute and concentrated ammonia behavior.

Iodide is suggested, but the missing ammonia results leave the identification incomplete; record the full controlled solubility sequence.

Look for these in your work

  • Tentative conclusion stated
  • Missing evidence identified
  • Next observation specified

Common mistakes

  • Using the oxidising order to rank halide reducing strength
  • Treating a displacement test as proof of one exact halide
  • Ignoring false positives from contaminated silver tests
  • Claiming a unique identity from one color observation
Recall without your notes

What can you explain now?

Which pair of tests directly distinguishes chloride, bromide and iodide precipitates?

Compare with the explanation

Silver ions followed by ammonia

Color and ammonia solubility together distinguish AgX precipitates.

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

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Make it stick

Which observation tests X₂ oxidising strength, which tests X⁻ identity, and how do you combine them without overclaiming?

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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