Learn in your language
Skip to content
A Level · Cambridge (CIE) · 9701

Rank halide ions as reducing agents

Compare halide-ion reducing strength and predict which ions are oxidised by halogens or 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

What happens when a halide ion acts as a reducing agent?

What you will learn

  • Rank F⁻, Cl⁻, Br⁻ and I⁻ as reducing agents
  • Distinguish ion reducing strength from molecule oxidising strength
  • Use electron loss to explain the trend

Halide ions can donate electrons to form halogens

A halide ion is oxidised by losing an electron: 2X⁻ → X₂ + 2e⁻. A stronger reducing agent donates electrons more readily.

Reducing strength increases down the group: F⁻ < Cl⁻ < Br⁻ < I⁻. Iodide is the strongest reducing agent in this set, while fluoride is the weakest.

Oxidising and reducing trends point in opposite directions

Halogen molecules become weaker oxidising agents down the group, while their halide ions become stronger reducing agents down the group. Keep the species named in each comparison.

This distinction predicts that bromide and especially iodide can reduce concentrated sulfuric acid, while chloride usually undergoes acid–base reaction without redox in that test.

Pause and explain

Which is the strongest reducing agent in the halide-ion series?

Put the idea to work

Worked example

Which is the stronger reducing agent, Br⁻ or I⁻? Explain using electron transfer.

Show the worked solution
  1. Iodide is lower in Group 17.
  2. Halide-ion reducing strength increases down the group.
  3. I⁻ loses electrons more readily to form I₂.

Answer I⁻ is the stronger reducing agent because it is oxidised to I₂ more readily than Br⁻ is oxidised to Br₂.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

Test this topic →

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

Write the oxidation half-equation for bromide ions forming bromine.

Give me a hint

Two bromide ions provide two atoms and release two electrons.

Compare my reasoning
  1. Bromine is diatomic Br₂.
  2. Two Br⁻ ions make one Br₂ molecule.
  3. The total charge balances with two electrons on the product side.

2Br⁻ → Br₂ + 2e⁻.

Look for these in your work

  • Diatomic Br₂ formed
  • Two ions used
  • Charge balanced
2 · Independent

Rank Cl⁻, Br⁻ and I⁻ in increasing reducing strength.

Give me a hint

Reducing strength increases down Group 17.

Compare my reasoning
  1. Chloride is highest of the three in the group.
  2. Bromide is below chloride.
  3. Iodide is strongest.

Cl⁻ < Br⁻ < I⁻ in reducing strength.

Look for these in your work

  • Correct order
  • Trend direction correct
  • Property named
3 · Transfer

Explain why chlorine can oxidise iodide even though iodide is the stronger reducing agent.

Give me a hint

Pair the gain of electrons by Cl₂ with the loss of electrons by I⁻.

Compare my reasoning
  1. Cl₂ is a stronger oxidising agent than I₂.
  2. I⁻ is a stronger reducing agent than Cl⁻.
  3. The electron transfer is favorable: Cl₂ + 2I⁻ → 2Cl⁻ + I₂.

Cl₂ accepts electrons while I⁻ donates them; Cl₂ is the stronger oxidising agent and I⁻ the stronger reducing agent in the pair.

Look for these in your work

  • Both roles correctly assigned
  • Electron directions stated
  • Overall reaction supports the explanation

Common mistakes

  • Using the halogen oxidising-agent order for halide ions
  • Calling an electron acceptor a reducing agent
  • Forgetting the diatomic product X₂
  • Claiming chloride is a strong reducing agent compared with iodide
Recall without your notes

What can you explain now?

What happens when a halide ion acts as a reducing agent?

Compare with the explanation

It loses electrons

It is oxidised to a halogen molecule.

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

Your review choice appears on Today. Sign in to sync it across devices.

Make it stick

What is the down-group order for halide reducing strength, and how does it differ from halogen oxidising strength?

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.

StudyForA · Learn with understanding

Original teaching content and links to official sources. Check your exam year and qualification before using a resource.