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A Level · Cambridge (CIE) · 9701

Use bond energy and bond length to compare molecules

Define bond energy and length, then use supplied evidence to compare covalent molecule reactivity without overgeneralising.

Section 3 · Chemical bonding

Chemical bonding · Cambridge 9701 AS Chemistry · 3.4

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 does bond energy measure?

What you will learn

  • Define gaseous bond energy and covalent bond length
  • Use values and bond length to compare molecular reactivity

Bond energy and bond length describe different properties

Bond energy is the energy required to break one mole of a particular covalent bond in the gaseous state. Bond length is the internuclear distance between two covalently bonded atoms.

For a given pair of atoms, a shorter bond is generally associated with a stronger bond and a higher bond energy. Use the data provided and identify the exact bond; values for polyatomic molecules may be average bond energies.

Relate a comparison to a reaction context

When comparing reactivity, use bond energy and bond length together with the reaction described. A bond that is harder to break may be consistent with lower reactivity in a relevant process, but one bond value alone does not determine the overall rate or every possible reaction.

Check whether the supplied energy is an exact diatomic value or an average for a bond in polyatomic molecules. Do not compare unlike bonds as though their chemical environments were identical.

Pause and explain

Which comparison supports the stronger bond, all else in the stated comparison?

Put the idea to work

Worked example

A supplied table gives X–X bond energy 160 kJ mol⁻¹ and length 145 pm, and Y–Y energy 240 kJ mol⁻¹ and length 120 pm. Which bond is stronger?

Show the worked solution
  1. Compare energy needed to break one mole of each bond.
  2. Y–Y has the larger bond energy.
  3. It also has the shorter internuclear distance, consistent with a stronger bond.

Answer Y–Y is stronger in the supplied comparison: it has higher bond energy and shorter bond length.

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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

Define bond energy and bond length, keeping the units or physical meaning distinct.

Give me a hint

One is an energy per amount of bonds; the other is a separation.

Compare my reasoning
  1. Bond energy concerns breaking one mole of a named covalent bond.
  2. State that the bond is in the gaseous state.
  3. Bond length is the internuclear distance between bonded atoms.

Bond energy is the energy required to break one mole of a particular covalent bond in the gaseous state. Bond length is the internuclear distance between the bonded atoms.

Look for these in your work

  • One mole specified
  • Gaseous state included
  • Distance definition separate
2 · Independent

Bond A has energy 350 kJ mol⁻¹ and length 154 pm; bond B has energy 610 kJ mol⁻¹ and length 134 pm. Compare their relative strengths.

Give me a hint

Use both supplied measures and state the conclusion only for this comparison.

Compare my reasoning
  1. Bond B needs more energy to break.
  2. Bond B is shorter.
  3. The two observations support B being stronger in the stated comparison.

Bond B is stronger in the supplied comparison: its bond energy is higher and its length is shorter.

Look for these in your work

  • Energy evidence compared
  • Length evidence compared
  • Bounded conclusion stated
3 · Transfer

A student uses a larger bond energy to claim that a molecule must react more slowly in every reaction. Explain the limitation.

Give me a hint

A reaction involves more than one bond and may have a different rate-determining step.

Compare my reasoning
  1. Bond energy describes breaking one specified gaseous bond.
  2. A reaction may involve several bonds, intermediates and activation barriers.
  3. Use the full reaction context and evidence before comparing rates.

Bond energy is one bond property, not a complete reaction-rate model. The overall reaction and activation barrier matter, so that universal conclusion is not justified.

Look for these in your work

  • Definition scope retained
  • Reaction context recognised
  • Overclaim rejected

Common mistakes

  • Using bond energy to mean the energy of a whole molecule
  • Omitting the gaseous state from the bond-energy definition
  • Assuming bond energy alone predicts every reaction rate
  • Ignoring that listed values may be averages
Recall without your notes

What can you explain now?

What does bond energy measure?

Compare with the explanation

Energy required to break one mole of a specified covalent bond in the gas state

The definition includes the mole and gaseous state.

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

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Make it stick

What does a bond-energy value describe, and why is it not a complete prediction of reaction rate?

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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