Skip to topic
    ← Back to course topics

    Bonding and structure — OCR A-Level Chemistry

    Teaching note checked against the official specification.

    Test yourself on Bonding and structure with OCR A-Level practice questions.

    Start free

    A week of Premium from your first lesson · Then the free plan continues · No card, no charge

    Bonding and structure explained

    Bonding and structure covers 27 specification points, including Ionic bonding and (a) ionic bonding as electrostatic attraction….

    Read the full explanation

    Open a point below for its explanation and revision guidance.

    Ionic bonding

    Ionic bonding is the electrostatic attraction between positive and negative ions, formed when electrons are transferred from a metal to a non-metal so that each ion gains a stable noble-gas configuration. Sodium loses one electron to chlorine: Na gives Na⁺ and Cl gains an electron to give Cl⁻, and the oppositely charged ions attract in a giant ionic lattice. The strength of the attraction depends on the charges and the distance between the ion centres, so a 2⁺ ion beside a 2⁻ ion attracts more strongly than a 1⁺ beside a 1⁻ at the same separation. In multiple-choice questions you must recognise the definition, predict the ions formed from a formula or electron configuration, and distinguish ionic attraction from covalent sharing.

    (a) ionic bonding as electrostatic attraction between positive and negative ions, and the construction of 'dot-and-cross' diagrams

    This statement covers two linked ideas. First, ionic bonding is the electrostatic attraction between positive and negative ions, produced when a metal atom transfers electrons to a non-metal atom. Second, you must be able to construct and interpret 'dot-and-cross' diagrams that show this transfer. In such a diagram the outer-shell electrons of one atom are drawn as dots and those of the other as crosses, so the electron gained by the non-metal appears as a cross inside its outer shell and the ion formed is enclosed in square brackets with its charge shown. For example, in sodium chloride the sodium atom loses its single outer electron, drawn as a cross, which appears in chlorine's outer shell, giving Na⁺ and Cl⁻. Multiple-choice items test whether you can read the diagram, count electrons correctly and identify the ions and their charges.

    (b) explanation of the solid structures of giant ionic lattices, resulting from oppositely charged ions strongly attracted in all directions e.g. NaCl

    A giant ionic lattice forms when oppositely charged ions pack in a regular three-dimensional array, as in sodium chloride where Na⁺ and Cl⁻ alternate. Each ion is surrounded by ions of opposite charge, and the electrostatic attraction acts strongly in all directions, not just towards one neighbour. This extended attraction gives high melting and boiling points because many strong attractions must be overcome. The lattice is brittle: when a layer is displaced, ions of like charge are brought alongside each other, and the resulting repulsion splits the crystal. Solid lattices do not conduct because the ions are held in fixed positions, but the melt or aqueous solution conducts as ions become mobile.

    (c) explanation of the effect of structure and bonding on the physical properties of ionic compounds, including melting and boiling points, solubility and electrical conductivity in solid, liquid and aqueous states

    Ionic compounds have high melting and boiling points because strong electrostatic attractions throughout the giant lattice must be overcome, and this takes a large amount of energy. Many ionic solids dissolve in polar solvents such as water, where ion–dipole interactions between water molecules and ions help to separate the lattice. Ionic solids do not conduct electricity because the ions are held in fixed positions and cannot move. When molten or dissolved in water, the ions become free to move and carry charge, so the liquid and aqueous states conduct. Conductivity depends on ions being mobile, not on electrons.

    Covalent bonding

    Covalent bonding is the electrostatic attraction between a shared pair of electrons and the nuclei of the two bonded atoms. Each atom contributes one electron to the shared pair, giving both atoms a full outer shell in most simple molecules such as H₂, Cl₂, H₂O and CH₄. A coordinate (dative covalent) bond forms when one atom donates both electrons of the shared pair, as in the H₃N→BF₃ adduct or the H₃O⁺ ion, so a shared pair need not come from one electron per atom. Learners should draw dot-and-cross diagrams, count shared pairs to give single, double or triple bonds, and explain why molecules such as CO₂ contain two double bonds while N₂ contains a triple bond.

    (d) covalent bond as the strong electrostatic attraction between a shared pair of electrons and the nuclei of the bonded atoms

    A covalent bond is defined as the strong electrostatic attraction between a shared pair of electrons and the nuclei of the bonded atoms. The two nuclei are both positively charged, and the shared pair sits between them, so each nucleus is attracted to the same pair. This attraction holds the atoms together and makes the bond strong. The definition has three parts to check: the attraction is electrostatic, it is between the shared pair and the nuclei (plural), and it is strong. In H₂, one pair is shared between two hydrogen nuclei; in Cl₂, one pair is shared between two chlorine nuclei. A correct answer names the shared pair, both nuclei and the electrostatic attraction.

    (e) construction of ‘dot-and-cross’ diagrams of molecules and ions to describe:

    A dot-and-cross diagram shows the outer-shell electrons of each bonded atom, using dots for one atom's electrons and crosses for the other's, so shared pairs sit in the overlap. To construct one, count valence electrons for each atom, pair up the electrons needed to fill outer shells, then place any remaining electrons as lone pairs on the correct atom. For an ion, add one electron for each negative charge or remove one for each positive charge before drawing, and enclose the whole diagram in square brackets with the charge shown outside. The diagram then describes which electrons are shared and which are lone pairs, and shows the ion's overall charge.

    (i) single covalent bonding

    A single covalent bond forms when two atoms share one pair of electrons, one electron from each atom, so that both atoms gain a filled outer shell. In a dot-and-cross diagram the shared pair is drawn once, between the nuclei, with one dot and one cross to show each atom's contribution. Each shared pair counts as one bond, so a single bond is one shared pair. Lone pairs are outer-shell pairs not involved in bonding and are drawn on the atom that holds them. The number of single bonds an atom forms depends on how many electrons it needs to complete its outer shell, which is why hydrogen forms one bond and carbon forms four.

    (ii) multiple covalent bonding

    Multiple covalent bonding occurs when two atoms share more than one pair of electrons, forming double bonds (two shared pairs) or triple bonds (three shared pairs). Each shared pair contributes one electron from each bonded atom, so a double bond contains four shared electrons and a triple bond six. Common examples are O₂ (O=O), N₂ (N≡N), CO₂ (O=C=O) and ethene, C₂H₄. Multiple bonds are shorter and stronger than the corresponding single bond between the same atoms, which affects reactivity and shape. In an MCQ, decide how many electron pairs are shared, count the electrons each atom contributes, and check that each atom reaches a stable electron arrangement.

    (iii) dative covalent (coordinate) bonding

    A dative covalent (coordinate) bond is a covalent bond in which both shared electrons come from the same atom, the donor. The acceptor atom supplies an empty orbital or a vacant position and shares the electron pair. Once formed, a dative bond is indistinguishable from an ordinary covalent bond. Classic examples are the ammonium ion, NH₄⁺, where the nitrogen lone pair is donated to an H⁺ ion, and the formation of H₃O⁺ from H₂O and H⁺. In an MCQ, identify the donor (the atom with a lone pair) and the acceptor (the atom or ion with a vacant orbital), then confirm the shared pair originates from one atom only.

    (f) use of the term average bond enthalpy as a measurement of covalent bond strength

    Average bond enthalpy is the enthalpy change when one mole of a specified gaseous covalent bond is broken, averaged over the same bond in a range of similar compounds. It is measured in kJ mol⁻¹ and is always positive because bond breaking is endothermic. Because the value is an average, it measures covalent bond strength only approximately: the same bond has slightly different enthalpies in different molecules. In methane, the successive bond dissociation enthalpies differ because the remaining fragment changes after each bond breaks, so the average is used instead. A larger average bond enthalpy indicates a stronger bond, so C≡C is stronger than C=C, which is stronger than C–C.

    The shapes of simple molecules and ions

    The shape of a simple molecule or ion is predicted from the number of electron pairs around the central atom using electron-pair repulsion theory. Count the bonding pairs and lone pairs around the central atom, then arrange them so that repulsion is minimised. Two bonding pairs give a linear shape with a 180° bond angle; three give trigonal planar with 120°; four give tetrahedral with 109.5°. Lone pairs repel more strongly than bonding pairs, so they compress bond angles: one lone pair with three bonding pairs gives a trigonal pyramidal shape with an angle near 107°, and two lone pairs with two bonding pairs give a bent shape with an angle near 104.5°. Learners should apply this reasoning to molecules such as CH₄, NH₃ and H₂O and to ions such as NH₄⁺.

    (g) the shapes of, and bond angles in, molecules and ions with up to six electron pairs (including lone pairs) surrounding the central atom as predicted by electron pair repulsion, including the relative repulsive strengths of bonded pairs and lone pairs of electrons

    Electron pair repulsion treats every pair of electrons around a central atom as a charge cloud that pushes other pairs away, so the pairs spread out as far as possible. Count all pairs, bonding and lone, to fix the total arrangement: two pairs give a linear base arrangement, three trigonal planar, four tetrahedral, five trigonal bipyramidal and six octahedral. Lone pairs repel more strongly than bonded pairs, so each lone pair compresses the remaining bond angles. For example, methane has four bonded pairs and an H–C–H angle of 109.5°, ammonia has three bonded pairs plus one lone pair and an H–N–H angle of 107°, and water has two bonded pairs plus two lone pairs and an H–O–H angle of 104.5°. Multiple bonds count as one region of electron density but repel slightly more than a single bond.

    (h) electron pair repulsion to explain the following shapes of molecules and ions: linear, non-linear, trigonal planar, pyramidal, tetrahedral and octahedral

    Electron pair repulsion explains each named shape by the number of electron regions around the central atom and how many are lone pairs. Two regions give linear, as in beryllium chloride BeCl₂ with a 180° angle. Three regions give trigonal planar, as in boron trifluoride BF₃ with 120° angles. Four regions give tetrahedral when all four are bonded, as in methane with 109.5°. When one of four regions is a lone pair the shape is pyramidal, as in ammonia with 107°, and when two are lone pairs the shape is non-linear, as in water with 104.5°. Six regions give octahedral, as in sulfur hexafluoride SF₆ with 90° angles. The shape name describes the atom positions, not the lone pairs.

    Electronegativity and bond polarity

    Electronegativity measures how strongly an atom attracts the bonding electrons in a covalent bond. In a bond between two atoms of different electronegativity, the shared pair is pulled towards the more electronegative atom, which gains a partial negative charge (δ⁻) while the less electronegative atom gains a partial positive charge (δ⁺). This separation of charge makes the bond polar. A bond between identical atoms, such as in Cl₂ or H₂, is non-polar because the pull is equal. The greater the difference in electronegativity, the more polar the bond. For example, in HCl chlorine is more electronegative than hydrogen, so chlorine carries δ⁻ and hydrogen carries δ⁺. Bond polarity is a property of a bond; whether a whole molecule is polar also depends on its shape and on whether the individual bond dipoles cancel.

    (i) electronegativity as the ability of an atom to attract the bonding electrons in a covalent bond; interpretation of Pauling electronegativity values

    Electronegativity is the ability of an atom to attract the bonding electrons in a covalent bond. Pauling electronegativity values put this on a numerical scale, so you can compare atoms and judge how polar a bond will be. A larger value means a stronger attraction for the bonding electrons. For a bond between two different atoms, subtract the smaller value from the larger to find the difference: a bigger difference means a more polar bond, with the more electronegative atom taking δ⁻. For example, hydrogen is about 2.1 and chlorine about 3.0, giving a difference of about 0.9, so the H–Cl bond is polar with chlorine δ⁻. A bond between identical atoms has a difference of zero and is non-polar. The values are comparative, not measured in units.

    (j) explanation of:

    This row is a lead-in stem, not a self-contained criterion: it announces that the following sub-statements (i) and (ii) are to be explained, so read it as a signpost rather than a separate target. Treat the explanation of a polar bond and permanent dipole, and of the origin of permanent dipole–dipole forces between molecules, as the assessed content. Build your notes around cause and effect: differing electronegativity draws bonding electron density towards the more electronegative atom, creating partial charges δ⁺ and δ⁻; an asymmetric arrangement leaves a permanent dipole; neighbouring molecules then attract between opposite partial charges. Use a worked example such as HCl and contrast it with a symmetrical molecule to test your reasoning.

    (i) a polar bond and permanent dipole within molecules containing covalently-bonded atoms with different electronegativities

    A polar bond arises when two covalently bonded atoms have different electronegativities, so the shared electron pair is pulled towards the more electronegative atom. That atom gains a partial negative charge δ⁻ and the other a partial positive charge δ⁺. The bond dipole is a vector; where bond dipoles do not cancel, the molecule has a permanent dipole. In HCl the single bond is polar and the molecule is polar. In CO₂ each C=O bond is polar, but the linear symmetry makes the two dipoles cancel, so the molecule has no permanent dipole. Decide polarity by combining electronegativity difference with shape, not by counting polar bonds alone.

    (ii) a polar molecule and overall dipole in terms of permanent dipole(s) and molecular shape

    A bond is polar when the two bonded atoms differ in electronegativity, so the shared electron pair sits closer to the more electronegative atom and the bond carries a permanent dipole. A molecule is polar only if these bond dipoles do not cancel. Molecular shape decides this: the dipoles are vectors, so they add tip-to-tail. In CO₂ the two C=O dipoles point in opposite directions along a linear molecule and cancel, giving no overall dipole. In H₂O the two O–H dipoles both point towards oxygen, but the bent shape (about 104.5°) means they add to a resultant pointing from the hydrogen side towards oxygen. A molecule with polar bonds can therefore be non-polar overall, and a molecule with an overall dipole is described as polar. Compare shapes such as linear, trigonal planar, tetrahedral and bent when judging cancellation.

    Intermolecular forces

    This row is a study-guidance heading within bonding and structure, so treat it as a prompt to read the specification and your textbook section on intermolecular forces rather than as a single assessed statement. Build a comparison of the three named types: induced dipole–dipole (London) forces, permanent dipole–dipole forces and hydrogen bonding. For each, note what causes it, its typical relative strength and the evidence it explains, such as boiling points and solubility. Link hydrogen bonding to an H atom bonded to N, O or F and to a lone pair on a nearby N, O or F. Read worked examples that compare molecules of similar electron number, and check each claim against the specification wording.

    (k) intermolecular forces based on permanent dipole–dipole interactions and induced dipole–dipole interactions

    Intermolecular forces act between molecules rather than within them, and they are much weaker than covalent bonds. A permanent dipole–dipole interaction arises between molecules that already have a permanent dipole, because one region is δ⁺ and another is δ⁻; neighbouring molecules align so that opposite partial charges attract. An induced dipole–dipole interaction (London dispersion force) arises in all molecules: at any instant the electron cloud may be unevenly distributed, creating a temporary dipole that induces a dipole in a neighbour, so the molecules attract. Induced dipoles are the only intermolecular force in non-polar substances such as CH₄, and they strengthen as the number of electrons and the contact area increase.

    (l) hydrogen bonding as intermolecular bonding between molecules containing N, O or F and the H atom of –NH, –OH or HF

    Hydrogen bonding is a strong intermolecular attraction that occurs when a hydrogen atom covalently bonded to a highly electronegative N, O or F atom is attracted to a lone pair on an N, O or F atom of a neighbouring molecule. The H atom must be part of an –NH, –OH or HF group, so the bond is highly polar and the H carries a large δ⁺ charge. The small size of H allows close approach, making hydrogen bonds stronger than ordinary permanent dipole–dipole forces. Water shows extensive hydrogen bonding, which explains its relatively high boiling point. Hydrogen bonds are still much weaker than covalent bonds.

    (m) explanation of anomalous properties of H₂O resulting from hydrogen bonding, e.g.:

    Water's hydrogen bonds arise because each O–H bond is strongly polar: the oxygen atom carries a partial negative charge and each hydrogen a partial positive charge, so a lone pair on one oxygen attracts a hydrogen on a neighbouring molecule. Each H₂O molecule can donate two hydrogen bonds through its hydrogens and accept two through its two lone pairs, giving a dynamic network rather than isolated pairs. This explains the anomalies: the energy needed to separate molecules is unusually large, so melting and boiling points are high for a molecule of relative molecular mass 18; the solid is less dense than the liquid because the tetrahedral hydrogen-bonded arrangement holds molecules further apart in an open lattice; and the high enthalpy of vaporisation follows from the same strong intermolecular attraction.

    (i) the density of ice compared with water

    In ice, each water molecule forms up to four hydrogen bonds, two through its hydrogen atoms and two through the lone pairs on oxygen. These directional bonds hold the molecules in a rigid, open hexagonal lattice with large spaces between them, so a given mass of ice occupies a larger volume than the same mass of liquid water. Density is mass divided by volume, so the lower density of ice follows directly from that larger volume. When ice melts, some hydrogen bonds break and the lattice collapses, allowing molecules to pack more closely, so liquid water is denser than ice at 0 °C. This is why ice floats on water.

    (ii) its relatively high melting and boiling points

    This clause is part of the explanation of water's anomalous properties caused by hydrogen bonding. Water has a small relative molecular mass of 18, yet its melting point is 273 K and its boiling point is 373 K at standard pressure, far higher than expected from London forces alone. The reason is that each water molecule forms hydrogen bonds: the polar O–H bonds leave hydrogen partially positive and oxygen partially negative, so lone pairs attract neighbouring hydrogen atoms. Melting and boiling require energy to overcome these intermolecular attractions, not to break the covalent O–H bonds. A correct answer identifies hydrogen bonding as the cause and links it to the energy needed to separate molecules.

    (n) explanation of the solid structures of simple molecular lattices, as covalently bonded molecules attracted by intermolecular forces, e.g. I₂, ice

    A simple molecular lattice is a regular arrangement of discrete molecules. Within each molecule, atoms are held together by strong covalent bonds; between neighbouring molecules there are weak intermolecular forces. In solid iodine, I₂ molecules pack in a lattice held together by weak intermolecular forces, while each I–I bond is covalent. In ice, each water molecule has two O–H covalent bonds, and hydrogen bonds between molecules hold the lattice together; these intermolecular forces are much weaker than the covalent bonds. A strong answer distinguishes clearly between the covalent bonds inside molecules and the intermolecular forces between them, and explains that melting or boiling overcomes the weaker intermolecular forces first, leaving molecules intact.

    (o) explanation of the effect of structure and bonding on the physical properties of covalent compounds with simple molecular lattice structures including melting and boiling points, solubility and electrical conductivity.

    Simple molecular covalent substances, such as iodine, ice and carbon dioxide, consist of discrete molecules held together in a lattice by weak intermolecular forces, while the atoms within each molecule are joined by strong covalent bonds. Melting and boiling require energy to overcome the weak intermolecular forces between molecules, not to break the covalent bonds, so these substances have low melting and boiling points that rise with stronger or more extensive intermolecular forces. Most simple molecular substances do not conduct electricity because they contain no free charged particles that can move. Solubility depends on the balance between the energy needed to separate the particles and the energy released when new solute–solvent intermolecular forces form, so a substance dissolves well when its intermolecular forces are similar in type and strength to those of the solvent.

    Your focus

    1. Define ionic bonding as the electrostatic attraction between positive and negative ions.
    2. Predict the charge on an ion formed from a given element using its group number.
    3. Distinguish ionic bonding from covalent bonding in a multiple-choice context.
    Show all 81 objectives
    1. Describe ionic bonding as the electrostatic attraction between positive and negative ions.
    2. Interpret a dot-and-cross diagram to identify transferred electrons and the ions formed.
    3. Determine the charge on each ion in a dot-and-cross diagram from the electrons gained or lost.
    4. Describe the arrangement of ions in a giant ionic lattice such as NaCl
    5. Explain high melting point and brittleness using electrostatic attraction and like-charge repulsion
    6. Explain why a solid ionic lattice does not conduct while its melt or solution does
    7. Explain how lattice structure and ionic bonding determine melting point, boiling point, solubility and conductivity.
    8. Compare electrical conductivity of ionic compounds in solid, liquid and aqueous states.
    9. Relate the mobility of ions to conduction in molten and aqueous ionic compounds.
    10. Explain covalent bonding as the attraction between a shared pair of electrons and two nuclei
    11. Represent covalent bonds with dot-and-cross diagrams for simple molecules
    12. Recognise and describe a coordinate bond formed by donation of a lone pair
    13. State the full definition of a covalent bond
    14. Identify the shared pair and both nuclei in the definition
    15. Apply the definition to simple molecules such as H₂ and Cl₂
    16. Construct a dot-and-cross diagram for a named molecule using dots and crosses for the two atoms' electrons
    17. Construct a dot-and-cross diagram for a named ion, adjusting electrons for the charge and showing brackets and charge
    18. Interpret a completed dot-and-cross diagram to identify shared pairs and lone pairs
    19. Explain that a single covalent bond is one shared pair of electrons formed from one electron per atom
    20. Draw a single covalent bond in a dot-and-cross diagram using one dot and one cross
    21. Distinguish lone pairs from bonding pairs in a dot-and-cross diagram
    22. Distinguish double and triple covalent bonds by counting shared electron pairs.
    23. Identify common molecules that contain multiple covalent bonds.
    24. Relate bond order to bond length and bond strength.
    25. Explain how a dative covalent bond forms from a lone pair and a vacant orbital.
    26. Identify the donor and acceptor in examples such as NH₄⁺ and H₃O⁺.
    27. Recognise that a dative bond is equivalent to an ordinary covalent bond once formed.
    28. Define average bond enthalpy including state, amount and averaging
    29. Explain why average bond enthalpy is positive and only an approximate measure of bond strength
    30. Use average bond enthalpy values to compare the strength of covalent bonds
    31. Predict the shape of a simple molecule or ion from the number of bonding pairs and lone pairs around the central atom.
    32. State the approximate bond angle associated with a given shape.
    33. Explain how lone-pair repulsion reduces bond angles compared with arrangements having only bonding pairs.
    34. Count all electron pairs, including lone pairs, around a central atom
    35. Predict the arrangement of up to six electron pairs from repulsion
    36. Explain how lone pairs reduce bond angles relative to the base arrangement
    37. Name linear, non-linear, trigonal planar, pyramidal, tetrahedral and octahedral shapes
    38. Relate each shape to the number of electron regions and lone pairs
    39. Quote the characteristic bond angle for each shape
    40. Define electronegativity as the attraction of an atom for the bonding electrons in a covalent bond
    41. Predict the direction of bond polarity from the relative electronegativity of two atoms
    42. Explain why a bond between identical atoms is non-polar
    43. Define electronegativity in terms of attraction for bonding electrons in a covalent bond
    44. Use Pauling electronegativity values to rank atoms and calculate differences
    45. Interpret an electronegativity difference to predict bond polarity and partial charges
    46. Explain how a difference in electronegativity produces a polar bond and partial charges.
    47. Explain how molecular shape and symmetry determine whether a permanent dipole exists.
    48. Explain how permanent dipoles give rise to dipole–dipole forces between molecules.
    49. Define a polar bond in terms of electronegativity difference and partial charges.
    50. Explain how bond dipoles combine to give or cancel a permanent dipole.
    51. Apply the reasoning to classify named molecules as polar or non-polar.
    52. Explain a permanent dipole in terms of electronegativity difference between bonded atoms.
    53. Use molecular shape to decide whether bond dipoles cancel or give an overall dipole.
    54. Classify a named molecule as polar or non-polar with reasoning based on shape and bond dipoles.
    55. Describe the origin of induced dipole–dipole, permanent dipole–dipole and hydrogen bonding forces.
    56. Compare the relative strengths of the three types of intermolecular force.
    57. Use intermolecular forces to explain a trend in a physical property such as boiling point.
    58. Distinguish permanent dipole–dipole interactions from induced dipole–dipole interactions.
    59. Explain how an instantaneous dipole induces a dipole in a neighbouring molecule.
    60. Relate the presence of a permanent dipole to molecular polarity and shape.
    61. State the conditions needed for hydrogen bonding to occur.
    62. Describe the attraction between a δ⁺ hydrogen and a lone pair on N, O or F.
    63. Explain how hydrogen bonding affects the boiling point of a substance such as water.
    64. Explain how hydrogen bonding arises between water molecules from bond polarity and lone pairs
    65. Explain why water has relatively high melting and boiling points compared with similar-sized molecules
    66. Explain why ice is less dense than liquid water using the open hydrogen-bonded lattice
    67. Describe the open hydrogen-bonded lattice of ice.
    68. Explain why ice is less dense than liquid water using mass, volume and density.
    69. Explain how the breaking of some hydrogen bonds on melting allows closer packing of water molecules.
    70. Identify hydrogen bonding as the cause of water's relatively high melting and boiling points
    71. Distinguish intermolecular forces overcome on boiling from covalent bonds within molecules
    72. Explain how bond polarity and lone pairs allow water molecules to hydrogen bond
    73. Describe the structure of a simple molecular lattice using iodine and ice as examples.
    74. Distinguish covalent bonds within molecules from intermolecular forces between molecules.
    75. Explain how the relative strength of these forces accounts for the properties of simple molecular substances.
    76. Explain how the balance of strong covalent bonds and weak intermolecular forces determines the melting and boiling points of simple molecular substances
    77. Explain why simple molecular covalent substances do not conduct electricity
    78. Explain solubility by comparing intermolecular forces between solute and solvent particles

    Bonding and structure exam tips

    Marking Points
    • Identifies ionic bonding as the electrostatic attraction between oppositely charged ions.
    • States that ions form by transfer of electrons from a metal atom to a non-metal atom.
    • Predicts the charge on an ion from the group number of the element, for example a Group 2 metal forming a 2⁺ ion.
    • Distinguishes ionic attraction from the sharing of an electron pair in a covalent bond.
    • Explains that a giant ionic lattice contains many oppositely charged ions held in a regular arrangement.
    • States that ionic bonding is the electrostatic attraction between positive and negative ions.
    • Explains that ions form when a metal atom transfers outer-shell electrons to a non-metal atom.
    • Interprets a dot-and-cross diagram by identifying which electrons have been transferred between the atoms.
    • Recognises that the ions formed have the electronic configuration of a noble gas.
    • Identifies the charge on each ion shown in a dot-and-cross diagram from the number of electrons gained or lost.
    • Describes the lattice as a regular three-dimensional array of alternating oppositely charged ions, as in NaCl
    • Explains that each ion is surrounded by ions of opposite charge and is strongly attracted in all directions
    • Links the many strong electrostatic attractions throughout the lattice to high melting and boiling points
    • Explains brittleness by describing displacement of a layer so that like charges come into contact and repel
    • States that the solid does not conduct because ions are fixed, whereas the molten or aqueous form conducts because ions are mobile
    • Explains high melting and boiling points by the large energy needed to overcome strong electrostatic attractions throughout the giant lattice.
    • Explains solubility in water through ion–dipole interactions between polar water molecules and the ions, which help to separate the lattice.
    • States that solid ionic compounds do not conduct because ions are fixed in the lattice and cannot move.
    • Explains that molten and aqueous ionic compounds conduct because the ions are free to move and carry charge.
    • States that a covalent bond is the electrostatic attraction between a shared pair of electrons and the nuclei of the bonded atoms
    • Shows one electron contributed by each atom in an ordinary covalent bond and both electrons donated by one atom in a coordinate bond
    • Draws dot-and-cross diagrams that give each atom a full outer shell where the octet rule applies
    • Distinguishes single, double and triple bonds by counting the number of shared pairs between the atoms
    • Identifies a coordinate bond in an example such as the H₃N→BF₃ adduct or the H₃O⁺ ion
    • States that the bond is an electrostatic attraction
    • Identifies the shared pair of electrons as one part of the attraction
    • Identifies the nuclei of both bonded atoms as the other part of the attraction
    • Describes the attraction as strong, holding the atoms together
    • Applies the definition to a named molecule such as H₂ or Cl₂
    • Counts the outer-shell electrons contributed by each atom before pairing any electrons
    • Uses dots for one atom's electrons and crosses for the other atom's electrons so shared pairs are distinguishable
    • Places shared pairs between the bonded nuclei and lone pairs on the appropriate atom
    • Adds or removes electrons to match the charge when drawing an ion and shows the charge outside square brackets
    • States that a single covalent bond is one shared pair of electrons with one electron contributed by each atom
    • Shows the shared pair between the two nuclei in a dot-and-cross diagram using one dot and one cross
    • Identifies lone pairs as outer-shell electron pairs not shared in bonding
    • Relates the number of single bonds formed by an atom to the electrons needed to complete its outer shell
    • Counts the number of shared electron pairs to distinguish a double bond (two pairs) from a triple bond (three pairs).
    • Identifies that each atom in a multiple bond contributes one electron to each shared pair.
    • Recognises O₂ as containing a double bond and N₂ as containing a triple bond.
    • States that a multiple bond is shorter and stronger than the equivalent single bond between the same atoms.
    • Applies the octet or stable electron arrangement to confirm the number of bonds formed.
    • States that in a dative bond both electrons in the shared pair come from one atom, the donor.
    • Identifies the acceptor as an atom or ion with a vacant orbital that receives the shared pair.
    • Recognises the formation of NH₄⁺ from NH₃ and H⁺ as donation of the nitrogen lone pair.
    • Explains that a dative bond, once formed, is equivalent to an ordinary covalent bond.
    • Locates the lone pair on the donor atom that is used to form the bond.
    • Defines average bond enthalpy as the enthalpy change when one mole of a specified gaseous covalent bond is broken, averaged over similar compounds
    • States that average bond enthalpy is always positive because breaking bonds is endothermic
    • Explains that the value is an average because the same bond has slightly different enthalpies in different environments
    • Uses a larger average bond enthalpy to identify a stronger covalent bond, for example C≡C stronger than C=C stronger than C–C
    • Gives the units as kJ mol⁻¹ and specifies the gaseous state in the definition
    • Counts the bonding pairs and lone pairs around the central atom to determine the total number of electron pairs.
    • Applies electron-pair repulsion theory to arrange electron pairs so that repulsion between them is minimised.
    • States the shape and approximate bond angle for a given number of bonding pairs and lone pairs, such as tetrahedral at 109.5° or bent at about 104.5°.
    • Explains that lone pairs repel more strongly than bonding pairs and therefore reduce bond angles compared with the corresponding arrangement without lone pairs.
    • Counts all electron pairs around the central atom, including lone pairs, to establish the total number of electron regions
    • States that electron pairs repel each other and adopt an arrangement that maximises their separation
    • Identifies that a lone pair repels more strongly than a bonded pair, so bond angles decrease as lone pairs are added
    • Applies the correct base arrangement for two, three, four, five or six electron pairs around the central atom
    • Explains a quoted bond angle by reference to the number of lone pairs and their greater repulsive strength
    • Links two electron regions to a linear shape with a bond angle of 180°
    • Links three electron regions to a trigonal planar shape with bond angles of 120°
    • Links four electron regions with no lone pairs to a tetrahedral shape with angles of 109.5°
    • Distinguishes pyramidal from non-linear by the number of lone pairs among four electron regions
    • Links six electron regions to an octahedral shape with bond angles of 90°
    • Names the shape from the arrangement of atoms rather than counting lone pairs as positions
    • Identifies electronegativity as the ability of an atom to attract the bonding electrons in a covalent bond
    • Explains that unequal attraction pulls the shared electron pair towards the more electronegative atom
    • Assigns δ⁻ to the more electronegative atom and δ⁺ to the less electronegative atom
    • States that a bond between identical atoms is non-polar because the attraction is equal
    • Relates a larger electronegativity difference to a more polar bond
    • Distinguishes bond polarity from overall molecular polarity, which also depends on shape
    • Defines electronegativity as the ability of an atom to attract the bonding electrons in a covalent bond
    • Uses Pauling values to compare the attraction of different atoms for bonding electrons
    • Calculates the electronegativity difference by subtracting the smaller value from the larger
    • Links a larger electronegativity difference to a more polar bond
    • Places δ⁻ on the atom with the higher Pauling value
    • Recognises that identical atoms give a difference of zero and a non-polar bond
    • Identifies that a polar bond forms between covalently bonded atoms of different electronegativity.
    • States that the bonding electron density is drawn towards the more electronegative atom, giving it δ⁻ and leaving the other atom δ⁺.
    • Explains that a permanent dipole exists only when the individual bond dipoles do not cancel by symmetry.
    • Applies the reasoning to a named example, distinguishing a polar molecule such as HCl from a symmetrical non-polar molecule such as CO₂.
    • Identifies a permanent dipole as arising from a difference in electronegativity between bonded atoms, with the bond dipole pointing towards the more electronegative atom.
    • Explains that molecular shape determines whether bond dipoles cancel or add to give an overall dipole.
    • Uses a vector or symmetry argument to show that identical opposed bond dipoles in a linear or symmetrical molecule cancel.
    • Applies the reasoning to a named example, such as a bent molecule whose bond dipoles add to a resultant overall dipole.
    • Distinguishes a polar bond from a polar molecule, recognising that polar bonds do not guarantee an overall dipole.
    • Identifies permanent dipole–dipole forces as attractions between the δ⁺ region of one polar molecule and the δ⁻ region of another polar molecule.
    • Explains that induced dipole–dipole forces arise from an instantaneous uneven electron distribution that induces a dipole in a neighbouring molecule.
    • States that induced dipole–dipole forces operate between all molecules, including non-polar ones, whereas permanent dipole–dipole forces require a permanent dipole.
    • Distinguishes intermolecular forces from covalent bonds by noting that intermolecular forces are much weaker and act between molecules rather than within them.
    • Links the strength of induced dipole–dipole forces to the number of electrons and the surface contact area between molecules.
    • States that hydrogen bonding requires a hydrogen atom covalently bonded to N, O or F, as in –NH, –OH or HF groups.
    • Explains that the δ⁺ hydrogen is attracted to a lone pair on an N, O or F atom of a neighbouring molecule.
    • Recognises that hydrogen bonds are stronger than ordinary permanent dipole–dipole interactions but weaker than covalent bonds.
    • Identifies that hydrogen bonding explains properties such as the relatively high boiling point of water.
    • Distinguishes hydrogen bonding from a covalent bond by noting that it acts between molecules, not within them.
    • Identifies hydrogen bonding as the intermolecular force between water molecules and distinguishes it from the covalent O–H bonds within each molecule
    • Explains that the O–H bond is polar, giving oxygen a partial negative charge and hydrogen a partial positive charge that attract lone pairs on neighbouring molecules
    • States that each water molecule can form up to four hydrogen bonds, donating through two hydrogen atoms and accepting through two lone pairs
    • Links the high melting and boiling points to the extra energy required to overcome the extensive hydrogen bonding between molecules
    • Explains that ice is less dense than liquid water because the hydrogen-bonded lattice holds molecules in an open tetrahedral arrangement with greater separation
    • Relates the relatively high enthalpy of vaporisation to the strength and number of hydrogen bonds that must be broken to separate molecules
    • States that ice is less dense than liquid water at the same temperature.
    • Explains that hydrogen bonds in ice hold molecules in a rigid, open lattice with large spaces between them.
    • Links the larger volume occupied by a fixed mass of ice to its lower density using density = mass ÷ volume.
    • Explains that on melting some hydrogen bonds break and molecules pack more closely, making liquid water denser than ice.
    • Selects hydrogen bonding as the intermolecular force responsible for water's relatively high melting and boiling points
    • Recognises that the energy supplied at melting and boiling overcomes intermolecular attractions rather than covalent bonds
    • Links the polarity of the O–H bond and the lone pairs on oxygen to the formation of hydrogen bonds between molecules
    • Rejects options that attribute the high values to the small size of the molecule or to weak London forces alone
    • Describes a simple molecular lattice as discrete covalently bonded molecules arranged in a regular pattern.
    • Identifies strong covalent bonds within each molecule and weak intermolecular forces between molecules.
    • Applies the model to iodine, where I₂ molecules are held in the lattice by weak intermolecular forces.
    • Applies the model to ice, where hydrogen bonds between water molecules hold the lattice together while O–H bonds are covalent.
    • Explains that overcoming the weak intermolecular forces, not the covalent bonds, accounts for the low melting and boiling points of such substances.
    • States that melting and boiling overcome weak intermolecular forces between molecules rather than the strong covalent bonds within molecules
    • Explains that low melting and boiling points arise because only weak intermolecular forces must be overcome
    • Links increasing melting and boiling points to stronger or more extensive intermolecular forces between molecules
    • Explains that simple molecular substances do not conduct electricity because they contain no free-moving charged particles
    • Explains solubility in terms of similar intermolecular forces forming between solute and solvent particles
    Examiner Tips
    • 💡Read the stem carefully to see whether it asks for the definition, the ions formed or the nature of the lattice.
    • 💡Eliminate options that describe sharing of electrons when the question is about ionic bonding.
    • 💡Check the charge balance in any formula before selecting an answer, for example MgCl₂ needs two Cl⁻ for each Mg²⁺.
    • 💡Count the outer-shell electrons on each side of the diagram and check they match the group numbers of the atoms.
    • 💡Look for the square brackets and charge labels, since a correct diagram must show both the ions and their charges.
    • 💡Use the position of the transferred electron to confirm which atom has gained and which has lost electrons.
    • 💡Use the phrase 'electrostatic attraction between oppositely charged ions in all directions' to capture the lattice model precisely
    • 💡Separate the properties clearly: melting point from many strong attractions, brittleness from like-charge repulsion, conductivity from ion mobility
    • 💡Refer to a named example such as NaCl and state the charges Na⁺ and Cl⁻ with correct superscripts
    • 💡Always state whether ions are free to move when explaining conductivity in each state.
    • 💡Contrast the solid, liquid and aqueous states explicitly so each conductivity point is clear.
    • 💡Link high melting point to energy needed to overcome attractions across the whole lattice, not just one ion pair.
    • 💡Read each option fully before choosing, because distractors often swap 'shared pair' for 'transferred electron'
    • 💡When a diagram is offered, check that every atom reaches a full outer shell before selecting it
    • 💡Recall one coordinate-bond example so you can reject options that deny lone-pair donation
    • 💡Check each option against all three parts of the definition: electrostatic, shared pair, and nuclei of both atoms
    • 💡Eliminate options that mention only one nucleus or that describe electron transfer
    • 💡Look for the word strong, because the definition specifies a strong attraction
    • 💡Count valence electrons atom by atom and check the total against the number of electrons shown in your diagram
    • 💡For ions, adjust the electron count first, then draw, then add brackets and the charge
    • 💡Check that every atom (except hydrogen) ends with a full outer shell of eight electrons where the diagram requires it
    • 💡Count shared pairs to count bonds: one shared pair equals one single bond
    • 💡Check each atom's outer shell is filled after sharing, allowing for lone pairs
    • 💡Use one dot and one cross in each shared pair to show both atoms contribute an electron
    • 💡Read the question to see whether it asks for the number of bonds, shared pairs or shared electrons, then answer in that unit.
    • 💡Draw the dot-and-cross diagram quickly to count shared pairs before choosing an option.
    • 💡Eliminate options that confuse bond order with molecular shape or with bond length.
    • 💡Check that each atom in your chosen structure has a full outer shell where the octet applies.
    • 💡Identify the lone pair and the vacant orbital before deciding which atom donates.
    • 💡Draw the arrow from the donor lone pair to the acceptor to show the direction of donation.
    • 💡Check the overall charge of the resulting ion, such as NH₄⁺ or H₃O⁺.
    • 💡Remember that after formation the bond is counted like any other covalent bond.
    • 💡Check that the definition includes 'one mole', 'gaseous' and 'averaged', because options often omit one of these
    • 💡Remember that a larger value means a stronger bond, so rank bonds by magnitude rather than by sign
    • 💡Reject any option that treats average bond enthalpy as an exact value for a single molecule
    • 💡Draw the dot-and-cross diagram first so that lone pairs on the central atom are clearly visible before predicting the shape.
    • 💡State both the shape and the approximate bond angle, and explain any reduction in angle by referring to lone-pair repulsion.
    • 💡For ions, remember to account for the charge when counting electrons, for example the ammonium ion has four bonding pairs and no lone pairs.
    • 💡Count electron pairs first, then name the arrangement, then adjust angles for lone pairs in that order
    • 💡Quote a specific angle such as 104.5° for water only when the lone-pair count supports it
    • 💡Use the phrase 'lone pairs repel more than bonded pairs' to justify any angle smaller than the base arrangement
    • 💡Match the number of electron regions to the base arrangement before naming the final shape
    • 💡State the bond angle alongside the shape name to show the repulsion reasoning
    • 💡Use 'pyramidal' for one lone pair and 'non-linear' for two lone pairs among four regions
    • 💡Learn the precise definition word for word, including the phrase bonding electrons in a covalent bond
    • 💡Use δ⁺ and δ⁻ rather than full charges when describing polar covalent bonds
    • 💡When asked about molecular polarity, state the bond dipoles and then say whether the shape lets them cancel
    • 💡Check the direction of the dipole: the arrow or δ⁻ points to the more electronegative atom
    • 💡Quote the definition exactly, including bonding electrons in a covalent bond
    • 💡Show the subtraction when using Pauling values so the difference is clear
    • 💡State which atom is δ⁻ and which is δ⁺ after comparing values
    • 💡Remember the values are comparative, so do not attach units
    • 💡Read the stem together with its sub-statements so your revision covers the full explanation, not just the heading.
    • 💡Practise explaining each idea in cause-and-effect order: electronegativity difference, then electron distribution, then partial charges, then intermolecular attraction.
    • 💡Test yourself by contrasting a polar molecule with a symmetrical one so you can justify why a dipole does or does not survive.
    • 💡Read every option before choosing, since distractors often rely on the polar-bonds-means-polar-molecule error.
    • 💡For each option, ask two questions: is there an electronegativity difference, and do the bond dipoles cancel?
    • 💡Where a shape is given, sketch the bond dipoles as arrows and check whether they add to zero.
    • 💡Name the shape and state whether the bond dipoles cancel before giving the final polar or non-polar conclusion.
    • 💡Draw the bond dipoles as arrows on a sketch of the shape so the vector addition is visible.
    • 💡Use a contrasting pair, such as a linear molecule with opposed identical dipoles and a bent molecule with dipoles that add, to show the role of shape.
    • 💡Make a three-column table comparing induced dipole–dipole, permanent dipole–dipole and hydrogen bonding by cause, relative strength and example.
    • 💡For each comparison, write one sentence explaining the trend in boiling point using the strength of the intermolecular forces.
    • 💡Check every hydrogen-bonding claim against the N, O or F condition before using it in an answer.
    • 💡Read the question stem to see whether it asks about forces between molecules or bonds within them before choosing an option.
    • 💡Eliminate options that describe induced dipoles as occurring only in non-polar substances.
    • 💡Check molecular symmetry when deciding whether a permanent dipole exists, for example comparing CO₂ with H₂O.
    • 💡Check that the hydrogen is attached to N, O or F before accepting a hydrogen bond.
    • 💡Use the lone pair on the electronegative atom as the acceptor when describing the interaction.
    • 💡Compare hydrogen bonding with other intermolecular forces when explaining boiling-point trends.
    • 💡Name the intermolecular force explicitly as hydrogen bonding and contrast it with the weaker London forces in a comparable molecule
    • 💡For each anomalous property, state the property, then explain it in terms of hydrogen bonding, rather than listing properties without explanation
    • 💡Use precise language: hydrogen bonds form between molecules, while covalent bonds hold atoms together within a molecule
    • 💡Use the relationship density = mass ÷ volume to connect the open lattice to the lower density of ice.
    • 💡Name the hydrogen-bonded open lattice explicitly rather than referring vaguely to 'the structure of ice'.
    • 💡Explain that melting breaks only some hydrogen bonds, allowing molecules to pack more closely and increasing density.
    • 💡Link the answer to the everyday observation that ice floats on water to confirm the direction of the density comparison.
    • 💡Read each option and ask whether it names an intermolecular force or a covalent bond; only intermolecular forces are overcome on boiling
    • 💡Recall that water's small relative molecular mass of 18 makes its high boiling point anomalous, which points to hydrogen bonding
    • 💡Eliminate options that describe giant covalent or ionic structures, since water is a simple molecular substance
    • 💡Always distinguish covalent bonds within molecules from intermolecular forces between molecules.
    • 💡Use the named examples iodine and ice to show the model in action.
    • 💡State which forces are overcome on melting or boiling to explain the physical behaviour.
    • 💡Name the force being overcome at each stage: intermolecular forces for melting and boiling, covalent bonds only for decomposition or atomisation
    • 💡Use the phrase free-moving charged particles when explaining why a simple molecular substance does not conduct
    • 💡When explaining solubility, compare the strength and type of intermolecular forces in solute and solvent rather than relying on a slogan
    Common Mistakes
    • Describes ionic bonding as a shared pair of electrons; correct this by stating that electrons are transferred, not shared.
    • Writes ion charges with a postfix sign such as Na+ or O2-; use the superscript forms Na⁺ and O²⁻ instead.
    • Claims that ionic bonds form only between a metal and a non-metal without exception; note that ammonium salts such as NH₄⁺Cl⁻ are ionic despite containing no metal.
    • Treats the attraction as being between atoms rather than between ions; specify that the attraction is between the charged ions.
    • Shows the transferred electron still belonging to the metal atom; move it into the outer shell of the non-metal ion instead.
    • Omits the square brackets and charge labels around each ion; add brackets and the correct superscript charge such as Na⁺ and Cl⁻.
    • Draws the ions sharing an electron pair as in a covalent bond; show complete transfer so each ion has a full outer shell without sharing.
    • Miscounts the outer electrons so an ion appears to have the wrong charge; recount the dots and crosses against the group number.
    • Attributes brittleness to strong attraction in all directions; explain instead that sliding a layer brings like charges together and causes repulsion
    • Describes ionic bonding as a pair of ions attracting only each other; show that attraction operates in all directions throughout the lattice
    • Claims solid sodium chloride conducts electricity; state that ions are fixed in the solid and mobile only when molten or dissolved
    • Says melting breaks covalent bonds within the lattice; describe the overcoming of electrostatic attractions between ions instead
    • Says ionic solids conduct because they contain charged ions; correct this by noting the ions are fixed and cannot move in the solid.
    • Attributes conduction in molten or aqueous ionic compounds to moving electrons; correct this by stating that mobile ions carry the charge.
    • Claims melting breaks covalent bonds within molecules; correct this by explaining that electrostatic attractions between ions in the lattice are overcome.
    • Claims that atoms share only unpaired outer-shell electrons; correct this by noting that a coordinate bond uses a donated lone pair, so a shared pair can come from one atom
    • Describes the bond as a sharing of nuclei rather than electrons; correct this by stating that nuclei are attracted to the shared pair
    • Omits the electrostatic attraction and describes covalent bonding as mere sharing; correct this by naming the attraction between the shared pair and both nuclei
    • Says the attraction is between the shared pair and only one nucleus; correct this by naming the nuclei of both bonded atoms
    • Describes the bond as a sharing of protons or as nuclear fusion; correct this by keeping the shared particles as electrons
    • Omits the word electrostatic and calls the bond simply a force; correct this by naming the electrostatic attraction between the pair and the nuclei
    • Draws all electrons as identical dots so shared and lone pairs cannot be told apart; use two distinct symbols for the two atoms' electrons
    • Omits the square brackets and charge on an ion diagram; enclose the ion and write the charge outside
    • Places a lone pair on the wrong atom or miscounts valence electrons; recount outer electrons for each atom before drawing
    • Draws two separate pairs for a single bond; show one shared pair only
    • Counts a lone pair as a bond; treat lone pairs as non-bonding outer-shell pairs
    • Gives both electrons of a shared pair to one atom; show one electron from each atom in the shared pair
    • Counts a double bond as two electrons rather than two shared pairs; remember a double bond has four shared electrons.
    • Assumes every molecule with a multiple bond is linear; check the actual molecular shape rather than the bond order.
    • Treats a triple bond as three single bonds in separate directions; recognise it as one region of three shared pairs.
    • Forgets that both atoms must contribute electrons; count one electron per atom per shared pair.
    • Assumes each atom contributes one electron to a dative bond; remember both electrons come from the donor.
    • Treats a dative bond as a different type of bond after formation; recognise it as a normal covalent bond once made.
    • Selects an atom with no lone pair as the donor; check that the donor has a lone pair to donate.
    • Ignores the charge on the acceptor ion; account for the proton, H⁺, when forming NH₄⁺ or H₃O⁺.
    • Attributes the differing successive bond dissociation enthalpies in methane to non-identical immediate environments of the four C–H bonds; correct this by explaining that the four C–H bonds are equivalent and the successive values differ because the remaining fragment changes after each bond breaks
    • Gives average bond enthalpy a negative sign; correct this by stating that bond breaking is endothermic and the value is positive
    • Compares bond strengths without stating that the values are averages; correct this by noting that average values give only an approximate measure of strength
    • Counts only bonding pairs and ignores lone pairs on the central atom; correct this by including all electron pairs when predicting the shape.
    • Assumes lone pairs and bonding pairs repel equally; correct this by stating that lone pairs repel more strongly and compress bond angles.
    • Gives a shape without relating it to the number of electron pairs; correct this by linking each shape to its electron-pair arrangement and approximate angle.
    • Counts only bonded pairs and ignores lone pairs; include every lone pair when fixing the total number of electron regions
    • Treats a lone pair as repelling less than a bonded pair; state that lone pairs repel more strongly and compress bond angles
    • Assumes all molecules with four electron pairs have identical angles; adjust the angle downward for each lone pair present
    • Counts a double bond as two separate electron regions; treat a multiple bond as one region of electron density
    • Calls water linear because it has two hydrogen atoms; name it non-linear because two lone pairs give a bent arrangement
    • Describes ammonia as tetrahedral; name it pyramidal because one region is a lone pair
    • Gives trigonal planar a bond angle other than 120°; state 120° for three electron regions
    • Names the shape from the total electron regions including lone pairs; name it from the atom positions only
    • Confuses electronegativity with electron affinity; keep electronegativity as attraction for bonding electrons within a covalent bond
    • Treats a polar bond as automatically making the whole molecule polar; check shape and whether bond dipoles cancel
    • Assigns δ⁻ to the less electronegative atom; place δ⁻ on the atom that attracts the bonding electrons more strongly
    • Assumes all covalent bonds are non-polar; compare the electronegativity of the two bonded atoms
    • Adds the two Pauling values instead of subtracting the smaller from the larger; subtract to find the difference
    • Gives Pauling values a unit such as kJ mol⁻¹; treat them as comparative numbers on a scale
    • Places δ⁻ on the atom with the lower value; the higher value attracts the bonding electrons
    • Assumes a large difference always makes the molecule polar; consider shape and cancellation of bond dipoles
    • Treats the stem as a standalone fact to memorise; instead follow it to the sub-statements it introduces and explain each one.
    • Assumes any bond between different atoms automatically gives a permanent molecular dipole; check the molecular shape and symmetry before concluding.
    • Writes partial charges without direction or meaning; state which atom carries δ⁺ and which carries δ⁻ and why.
    • Assumes a molecule with polar bonds must be polar overall; check whether the bond dipoles cancel by symmetry, as in CO₂.
    • Confuses electronegativity with electron affinity; keep electronegativity as the power of an atom to attract the shared pair in a covalent bond.
    • Places δ⁺ on the more electronegative atom; the more electronegative atom carries δ⁻.
    • Assumes any molecule containing polar bonds is polar; check whether the shape allows the bond dipoles to cancel.
    • Treats molecular shape as irrelevant once electronegativity differences are known; use the shape to decide whether dipoles add or cancel.
    • Reverses the direction of a bond dipole; point it from the less electronegative atom towards the more electronegative atom.
    • Confuses an overall dipole with the presence of lone pairs; judge the overall dipole from the sum of bond dipoles and the shape.
    • Treats intermolecular forces as the same as covalent bonds; keep them as weaker forces between molecules, distinct from bonds within molecules.
    • Lists hydrogen bonding without the requirement for H bonded to N, O or F; state that condition explicitly.
    • Reads the heading as a single examinable fact; use it to locate the full specification detail on each force type.
    • Assumes stronger intermolecular forces always mean a higher melting point; check whether the substance is molecular and how the forces relate to the physical change.
    • Describes permanent dipole–dipole forces as bonds within a molecule; keep them as attractions between separate molecules.
    • Claims induced dipole–dipole forces occur only in non-polar molecules; recognise that they act between all molecules.
    • Treats hydrogen bonding as the same as permanent dipole–dipole interaction; keep hydrogen bonding as a separate, stronger interaction.
    • Assumes a molecule with polar bonds must have a permanent dipole; check the overall shape, since symmetrical molecules such as CO₂ cancel their bond dipoles.
    • Describes hydrogen bonding as occurring whenever hydrogen is present; require hydrogen bonded to N, O or F.
    • Calls the hydrogen bond a covalent bond; keep it as an intermolecular attraction.
    • Claims hydrogen bonding occurs in HCl; restrict it to N, O or F.
    • States that hydrogen bonds are stronger than covalent bonds; place them between permanent dipole–dipole forces and covalent bonds in strength.
    • Describes hydrogen bonds as covalent bonds inside the water molecule; keep them as intermolecular attractions between molecules
    • Claims that boiling water breaks the O–H covalent bonds; state that boiling overcomes intermolecular hydrogen bonds, not covalent bonds
    • Says ice is denser than water because molecules pack closely; explain that the open hydrogen-bonded lattice makes ice less dense
    • Compares water with hydrogen sulfide and asserts a similar electron count; state that H₂S has more electrons and only weaker London forces, so its boiling point is lower
    • States that ice is denser than water because it is a solid; recognise instead that the open hydrogen-bonded lattice makes ice less dense than liquid water.
    • Claims that hydrogen bonds are broken completely on melting; explain that only some hydrogen bonds break, allowing closer packing while many remain.
    • Attributes the lower density of ice to heavier molecules or greater mass; explain instead that the same mass occupies a larger volume in the open lattice.
    • Describes the lattice as closely packed; describe it instead as open and rigid with large spaces between molecules.
    • Chooses an option stating that covalent O–H bonds break on boiling; recognise that boiling separates molecules by overcoming hydrogen bonds
    • Attributes the high boiling point to London forces alone; select hydrogen bonding as the stronger additional force
    • Assumes a small molecule must have low boiling point; recognise that hydrogen bonding makes water an exception
    • States that intermolecular forces are stronger than covalent bonds; correct this by identifying covalent bonds as strong and intermolecular forces as weak.
    • Describes iodine or ice as a giant covalent network; correct this by identifying discrete molecules held by intermolecular forces.
    • Claims that covalent bonds break when a simple molecular substance melts; correct this by noting that only intermolecular forces are overcome.
    • Claims that melting breaks the covalent bonds inside molecules; state instead that intermolecular forces between molecules are overcome
    • States that simple molecular substances conduct electricity because they contain covalent bonds; explain instead that there are no free-moving charged particles
    • Explains solubility with the slogan that like dissolves like and stops there; describe instead the similar intermolecular forces between solute and solvent