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A Level · Cambridge (CIE) · 9701

Predict analogous molecular shapes and bond angles

Transfer the VSEPR electron-region method from named examples to analogous molecules and ions.

Chemical bonding · Cambridge 9701 AS Chemistry · 3.5

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

What should be counted around the central atom in VSEPR?

What you will learn

  • Predict shapes and bond angles for species analogous to the syllabus examples
  • Distinguish a bonding region from a lone pair

Use the same region-counting method for new species

For an unfamiliar molecule or ion analogous to the syllabus examples, draw a Lewis structure, count regions around the central atom, and arrange them to reduce repulsion. A multiple bond counts as one region for this VSEPR step.

Include lone pairs in the electron-region count, then ignore them when naming the positions of atoms. For ions, include the charge when counting valence electrons and use brackets or a charge label when representing the species.

Bond angles depend on which regions are present

Species with the same number and type of electron regions are analogous to a named geometry. Lone pairs can compress bond angles. Compare with the relevant syllabus example and state whether the angle is the ideal geometry or a compressed value.

When the question gives a specific molecule or ion beyond the memorised examples, explain the prediction from its electron regions instead of guessing by formula appearance.

Pause and explain

How many VSEPR regions does a double bond occupy?

Put the idea to work

Worked example

Predict the shape of NH₄⁺ using VSEPR.

Show the worked solution
  1. Count valence electrons including the positive charge: N has four H bonds and no remaining lone pair.
  2. There are four bonding regions around nitrogen.
  3. Four regions give a tetrahedral arrangement and shape.

Answer NH₄⁺ is tetrahedral, analogous to CH₄, with an ideal angle near 109.5°.

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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

Predict the shape of NH₄⁺ and explain how its charge affects the electron count.

Give me a hint

Count valence electrons for the whole ion before assigning lone pairs.

Compare my reasoning
  1. The positive charge means one fewer valence electron than neutral NH₃ plus an added H atom would have.
  2. Four N–H bonds leave no lone pair on nitrogen.
  3. Four regions form a tetrahedral shape.

NH₄⁺ is tetrahedral. Counting the positive charge leaves four N–H bonding regions and no lone pair on nitrogen.

Look for these in your work

  • Charge included
  • Lone-pair count correct
  • Shape derived
2 · Independent

A central atom has three bonded atoms and one lone pair. Predict the molecular shape and compare it with the ideal four-region arrangement.

Give me a hint

Name atom positions, not the lone pair, in the molecular shape.

Compare my reasoning
  1. There are four electron regions total.
  2. The electron regions are approximately tetrahedral.
  3. Excluding the lone pair leaves a pyramidal molecular shape with a compressed angle.

The molecular shape is pyramidal. Four electron regions are approximately tetrahedral, but the lone pair compresses the bonded-atom angle.

Look for these in your work

  • Four regions counted
  • Pyramidal molecular shape stated
  • Angle compression explained
3 · Transfer

A species has two bonding regions and two lone pairs around its central atom. Predict its shape and compare it with the water example.

Give me a hint

Use the water electron-region pattern.

Compare my reasoning
  1. Four regions arrange approximately tetrahedrally.
  2. Two positions are occupied by lone pairs.
  3. The two bonded atoms form a non-linear molecule or ion with a compressed angle.

It is non-linear, analogous to H₂O: two lone pairs compress the angle between the two bonded atoms.

Look for these in your work

  • Region arrangement identified
  • Molecular shape stated
  • Analogy and lone-pair effect linked

Common mistakes

  • Forgetting to include ionic charge in electron counting
  • Counting each line in a multiple bond as a separate VSEPR region
  • Including lone pairs as atoms in the molecular shape name
Recall without your notes

What can you explain now?

What should be counted around the central atom in VSEPR?

Compare with the explanation

Bonding regions and lone pairs

Both occupy electron regions and affect repulsion.

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

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Make it stick

What extra counting step is needed when the unfamiliar species is an ion?

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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