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    Haloalkanes — OCR A-Level Chemistry

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    Haloalkanes explained

    Haloalkanes covers 11 specification points, including Substitution reactions of haloalkanes and (a) hydrolysis of haloalkanes in a….

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    Open a point below for its explanation and revision guidance.

    Substitution reactions of haloalkanes

    Haloalkanes contain a polar carbon–halogen bond, so the carbon is electron-poor and open to attack by a nucleophile. In a substitution reaction the nucleophile replaces the halogen, which leaves as a halide ion. With aqueous hydroxide ions and heat, the nucleophile is OH⁻ and the product is an alcohol, for example CH₃CH₂Br + OH⁻ → CH₃CH₂OH + Br⁻. With ammonia in excess, the nucleophile is NH₃ and an amine forms. With cyanide ions, a nitrile forms and the carbon chain lengthens by one carbon. The reaction is nucleophilic substitution, and the rate depends on the strength of the carbon–halogen bond, so iodoalkanes react fastest and fluoroalkanes slowest.

    (a) hydrolysis of haloalkanes in a substitution reaction:

    Hydrolysis of a haloalkane is nucleophilic substitution: the halogen is replaced by a nucleophile and the C–X bond breaks. The nucleophile depends on the reagent. With aqueous sodium or potassium hydroxide, warm, the nucleophile is the hydroxide ion, OH⁻, and the product is an alcohol plus the halide ion. With water alone, the nucleophile is a water molecule, H₂O, which attacks the carbon and later loses a proton, so water is the nucleophile and not a source of OH⁻. The rate depends on the C–X bond strength, which falls down Group 7 as bonds get weaker, so iodoalkanes hydrolyse fastest and fluoroalkanes slowest. Primary haloalkanes react mainly by SN2, tertiary mainly by SN1.

    (i) by aqueous alkali

    A haloalkane is hydrolysed by aqueous alkali in a nucleophilic substitution. Warm the haloalkane with aqueous sodium hydroxide or potassium hydroxide; the hydroxide ion, OH⁻, is the nucleophile and attacks the electron-poor carbon that carries the halogen. The carbon–halogen bond breaks heterolytically and the halide ion leaves. With a primary haloalkane the main organic product is a primary alcohol, for example bromoethane with aqueous NaOH gives ethanol and NaBr. The reaction is slow at room temperature, so heating under reflux is used. Aqueous conditions matter: if the alkali is dissolved in ethanol the dominant pathway becomes elimination, giving an alkene. Recognise that the halogen is replaced, not removed to leave a bare carbon, and that the hydroxide supplies the new O–H group of the alcohol.

    (ii) by water in the presence of AgNO₃ and ethanol to compare experimentally the rates of hydrolysis of different carbon–halogen bonds

    This test hydrolyses a haloalkane with water, using ethanol as a solvent to mix the organic halide with the aqueous silver nitrate, and silver nitrate to detect the halide ion released. Water supplies the nucleophile and the carbon–halogen bond breaks, releasing a halide ion. The Ag⁺ ions then precipitate that halide as a silver halide, whose appearance and colour identify which halogen was present. The time taken for the precipitate to appear measures the rate of hydrolysis. A faster precipitate means a weaker, more easily broken carbon–halogen bond. Rates increase down the halogen group: iodoalkanes react fastest, then bromoalkanes, then chloroalkanes, because the C–I bond is weakest and most polarisable. Compare haloalkanes fairly by keeping concentration, temperature and volume the same.

    (b) definition and use of the term nucleophile (an electron pair donor)

    A nucleophile is a species that donates a lone pair of electrons to an electron-deficient centre, forming a new covalent bond. In haloalkane chemistry the carbon bonded to the halogen carries a partial positive charge (δ⁺) because the halogen is more electronegative, so nucleophiles such as OH⁻, CN⁻, NH₃ and H₂O attack that carbon. The term is used to explain and predict reaction mechanisms: the nucleophile supplies the electron pair, and the curly arrow starts at its lone pair and points to the δ⁺ carbon. Recognise that a nucleophile must have a lone pair available for donation, so not every negative ion is automatically a good nucleophile, and that the definition concerns electron-pair donation rather than simply being negatively charged.

    (c) the mechanism of nucleophilic substitution in the hydrolysis of primary haloalkanes with aqueous alkali (see also 4.1.1 h–i)

    Hydrolysis of a primary haloalkane with aqueous alkali, for example aqueous sodium hydroxide, proceeds by nucleophilic substitution. The hydroxide ion acts as the nucleophile: its lone pair attacks the δ⁺ carbon bonded to the halogen, and a curly arrow runs from the lone pair to that carbon. A second curly arrow shows the C–X bond breaking, with both electrons moving onto the halogen to form a halide ion. The product is an alcohol, and the halide leaves as X⁻. This is a substitution because OH⁻ replaces the halogen on the carbon skeleton. Heating under reflux with aqueous alkali drives the reaction. Recognise that the mechanism shows one step in which bond formation and bond breaking occur together, and that the halogen departs with the bonding electron pair.

    (d) explanation of the trend in the rates of hydrolysis of primary haloalkanes in terms of the bond enthalpies of carbon–halogen bonds (C–F, C–Cl, C–Br and C–I)

    Primary haloalkanes hydrolyse when warm aqueous alkali, typically aqueous sodium hydroxide, replaces the halogen with an –OH group. The rate follows the strength of the carbon–halogen bond being broken: the weaker that bond, the faster the hydrolysis. Bond enthalpies fall down the group from C–F (strongest, roughly 467 kJ mol⁻¹) through C–Cl and C–Br to C–I (weakest, roughly 238 kJ mol⁻¹). A stronger bond needs more energy to break, so fluoroalkanes react slowest and iodoalkanes fastest. The trend is therefore C–F < C–Cl < C–Br < C–I in rate. A good answer links the measured rate to the specific bond enthalpy of the C–X bond broken, not to the C–H bonds or to halogen size alone.

    Environmental concerns from use of organohalogen compounds

    Organohalogen compounds are useful as solvents, refrigerants, pesticides and in polymers, but their persistence and mobility create environmental problems. Chlorofluorocarbons (CFCs) are unreactive near the ground, so they drift into the stratosphere, where ultraviolet radiation breaks the C–Cl bond to form chlorine radicals. A chlorine radical catalyses breakdown of ozone, and one radical can destroy many ozone molecules before it is removed, thinning the ozone layer that screens ultraviolet radiation. Organohalogens also accumulate in fatty tissue and can persist in soil and water. International agreements such as the Montreal Protocol phased out CFCs, replaced by HCFCs and then HFCs, though HFCs are potent greenhouse gases. Answers should name a specific compound class, the mechanism of harm and a management response.

    (e) production of halogen radicals by the action of ultraviolet (UV) radiation on CFCs in the upper atmosphere and the resulting catalysed breakdown of the Earth’s protective ozone layer, including equations to represent:

    In the upper atmosphere, ultraviolet radiation supplies enough energy to break the carbon–chlorine bond in a chlorofluorocarbon such as CF₂Cl₂. Homolytic fission produces two radicals, for example CF₂Cl• and Cl•. The chlorine radical attacks ozone: Cl• + O₃ → ClO• + O₂. The chlorine monoxide radical then reacts with an oxygen atom: ClO• + O → Cl• + O₂. Because Cl• is regenerated in the second step, one chlorine radical destroys many ozone molecules in a catalytic cycle, so the ozone layer that absorbs harmful UV is depleted. A correct answer identifies UV as the radical source, writes radical equations with single-headed curly arrows or dot notation, and explains catalysis by showing the radical is reformed.

    (i) the production of halogen radicals

    Halogen radicals form when a halogen-containing molecule absorbs enough energy to break a carbon–halogen bond. In the upper atmosphere, ultraviolet radiation provides this energy, and the bond breaks by homolytic fission so that each atom takes one electron from the shared pair. For a CFC such as CF₂Cl₂, the equation is CF₂Cl₂ → CF₂Cl• + Cl•. The key features are the energy source (UV), the type of fission (homolytic) and the products (two radicals, each shown with a dot). A correct answer recognises that radicals are species with an unpaired electron and that the C–Cl bond is the one broken in CFCs.

    (ii) the catalysed breakdown of ozone by Cl• and other radicals e.g. •NO.

    Chlorine radicals, Cl•, formed when UV light breaks C–Cl bonds in chloroalkanes such as CFCs, catalyse ozone breakdown in the stratosphere. In the first step a chlorine radical reacts with ozone to form chlorine monoxide and oxygen: Cl• + O₃ → ClO• + O₂. In the second step the chlorine monoxide radical reacts with an oxygen atom to regenerate the chlorine radical: ClO• + O → Cl• + O₂. Adding these two steps gives the overall equation O₃ + O → 2O₂, and the chlorine radical is regenerated, so it acts as a catalyst. Nitrogen oxide radicals, •NO, work in a similar catalytic cycle, for example •NO + O₃ → •NO₂ + O₂ followed by •NO₂ + O → •NO + O₂.

    Your focus

    1. Identify the nucleophile and leaving group in a substitution reaction of a haloalkane
    2. Predict the product formed when a named reagent reacts with a haloalkane
    3. Explain the trend in reactivity of haloalkanes down the halogen group
    Show all 33 objectives
    1. Describe the hydrolysis of a haloalkane as a nucleophilic substitution reaction.
    2. Identify the nucleophile present when a haloalkane is heated with aqueous alkali and when it is heated with water alone.
    3. Explain the trend in rate of hydrolysis of haloalkanes down Group 7 in terms of carbon–halogen bond strength.
    4. Describe the nucleophilic substitution of a haloalkane by aqueous alkali to form an alcohol.
    5. Identify the hydroxide ion as the nucleophile and the halide ion as the leaving group.
    6. Distinguish aqueous from ethanolic alkali conditions by the product formed.
    7. Describe the hydrolysis of haloalkanes by water with silver nitrate and ethanol.
    8. Explain how the rate of hydrolysis is compared using the time for a silver halide precipitate to form.
    9. Relate the order of hydrolysis rates to the strength of different carbon–halogen bonds.
    10. Define a nucleophile as an electron pair donor.
    11. Identify common nucleophiles by locating an available lone pair.
    12. Explain why the carbon bonded to a halogen is attacked by a nucleophile.
    13. Draw the mechanism for nucleophilic substitution of a primary haloalkane with aqueous alkali.
    14. Use curly arrows to show electron-pair movement from nucleophile to carbon and from the C–X bond to the halogen.
    15. Identify the alcohol and halide ion products of the hydrolysis.
    16. Explain why primary haloalkanes hydrolyse at different rates.
    17. Relate the rate of hydrolysis to the bond enthalpy of the carbon–halogen bond.
    18. Order the four carbon–halogen bonds by strength and predict the corresponding rate order.
    19. Describe environmental problems caused by organohalogen compounds.
    20. Explain how chlorine radicals from CFCs deplete stratospheric ozone.
    21. Evaluate control measures such as the Montreal Protocol and replacement refrigerants.
    22. Describe how UV radiation produces halogen radicals from CFCs in the upper atmosphere.
    23. Write equations for the catalytic breakdown of ozone by chlorine radicals.
    24. Explain why the breakdown of ozone is described as catalytic.
    25. Explain how halogen radicals are produced from CFCs.
    26. Write an equation for the homolytic fission of a CFC.
    27. Recognise radical species from their dot notation.
    28. Describe how chlorine radicals are formed from chloroalkanes by UV light.
    29. Write the two propagation steps and the overall equation for the catalytic breakdown of ozone by chlorine radicals.
    30. Explain how a regenerated radical acts as a catalyst and describe a similar cycle for nitrogen oxide radicals.

    Haloalkanes exam tips

    Marking Points
    • Identifies the halogen atom in the haloalkane as the leaving group that is replaced by a nucleophile
    • States that the carbon–halogen bond is polar, leaving the carbon electron-poor and open to nucleophilic attack
    • Names the nucleophile and the product for a stated reagent, such as OH⁻ giving an alcohol or NH₃ giving an amine
    • Writes a balanced equation for the substitution, showing the halide ion as a product
    • Explains that reaction rate increases down the halogen group because the carbon–halogen bond becomes weaker and easier to break
    • Identifies the reaction as nucleophilic substitution in which the halogen atom is replaced by a nucleophile.
    • States that aqueous hydroxide, OH⁻, is the nucleophile when aqueous sodium or potassium hydroxide is used, giving an alcohol and a halide ion.
    • States that water, H₂O, is the nucleophile when the haloalkane is heated with water alone, rather than hydroxide ions.
    • Explains that the rate of hydrolysis increases down Group 7 because the carbon–halogen bond becomes weaker and easier to break.
    • Identifies hydroxide ions, OH⁻, from the aqueous alkali as the nucleophile that attacks the carbon bonded to the halogen.
    • States that the halogen atom is replaced by an –OH group so the organic product is an alcohol.
    • Describes the carbon–halogen bond breaking and the halide ion being released as the leaving group.
    • Recognises that aqueous conditions favour substitution, whereas ethanolic alkali favours elimination to an alkene.
    • Applies the reaction to a named example, such as bromoethane with aqueous NaOH forming ethanol and sodium bromide.
    • Explains that water acts as the nucleophile and hydrolyses the carbon–halogen bond, releasing a halide ion.
    • States that ethanol is present as a solvent so the haloalkane mixes with the aqueous silver nitrate.
    • Describes silver ions, Ag⁺, reacting with the released halide ion to form a silver halide precipitate.
    • Uses the time for the precipitate to appear as a measure of the rate of hydrolysis.
    • Orders the rates as iodoalkane fastest, then bromoalkane, then chloroalkane, linking this to carbon–halogen bond strength.
    • Keeps concentration, temperature and volumes constant so the comparison of rates is fair.
    • States that a nucleophile is an electron pair donor.
    • Identifies the lone pair on the nucleophile as the source of the donated electrons.
    • Links nucleophilic attack to the electron-deficient carbon bearing the halogen.
    • Selects species with an available lone pair, such as OH⁻ or NH₃, as nucleophiles.
    • Distinguishes electron-pair donation from simple possession of a negative charge.
    • Shows the hydroxide ion donating its lone pair to the δ⁺ carbon of the haloalkane.
    • Draws a curly arrow from the nucleophile's lone pair to the carbon atom.
    • Draws a curly arrow from the C–X bond to the halogen to show heterolytic bond breaking.
    • Identifies the products as an alcohol and a halide ion.
    • Explains that the hydroxide ion substitutes for the halogen on the carbon skeleton.
    • States that the reaction is carried out with aqueous alkali, often under heating.
    • Identifies that hydrolysis of a primary haloalkane replaces the halogen atom with a hydroxide group from aqueous alkali.
    • States that the rate of hydrolysis depends on the strength of the carbon–halogen bond that must break.
    • Orders the carbon–halogen bond enthalpies as C–F strongest and C–I weakest.
    • Explains that the weaker the C–X bond, the lower the activation energy and the faster the hydrolysis.
    • Concludes that iodoalkanes hydrolyse fastest and fluoroalkanes slowest, giving the trend C–F < C–Cl < C–Br < C–I.
    • Names a class of organohalogen compound, such as CFCs, and a use that releases it into the environment.
    • Explains that CFCs are stable low in the atmosphere and travel to the stratosphere.
    • Describes ultraviolet radiation breaking the carbon–chlorine bond to generate chlorine radicals.
    • Explains that chlorine radicals catalyse ozone breakdown, so a small amount removes many ozone molecules.
    • Links ozone depletion to increased ultraviolet radiation reaching the surface and identifies a control measure such as the Montreal Protocol.
    • Identifies ultraviolet radiation as the energy source that breaks the C–Cl bond in a CFC by homolytic fission to form halogen radicals.
    • Writes the initiation equation showing one CFC molecule splitting into two radicals, for example CF₂Cl₂ → CF₂Cl• + Cl•.
    • Writes the propagation step Cl• + O₃ → ClO• + O₂ with correct radical notation.
    • Writes the step ClO• + O → Cl• + O₂ and states that the regenerated chlorine radical makes the breakdown catalytic.
    • Explains that the ozone layer absorbs UV radiation and that its depletion allows more harmful UV to reach the Earth's surface.
    • States that ultraviolet radiation supplies the energy needed to break the carbon–halogen bond.
    • Identifies homolytic fission as the process that produces the halogen radicals.
    • Writes an equation showing a CFC splitting into two radicals, for example CF₂Cl₂ → CF₂Cl• + Cl•.
    • Defines a radical as a species with an unpaired electron and shows it with dot notation.
    • States that UV light breaks carbon–chlorine bonds in chloroalkanes to form chlorine radicals, Cl•.
    • Writes the propagation step Cl• + O₃ → ClO• + O₂ in which a chlorine radical reacts with ozone.
    • Writes the step ClO• + O → Cl• + O₂ in which chlorine monoxide reacts with an oxygen atom and regenerates the chlorine radical.
    • Combines the two steps to give the overall equation O₃ + O → 2O₂ and explains that the radical is regenerated so acts as a catalyst.
    • Describes a similar catalytic cycle for nitrogen oxide radicals such as •NO and •NO₂ breaking down ozone.
    Examiner Tips
    • 💡Check which reagent is named in the question, because the reagent decides the nucleophile and therefore the product
    • 💡Balance the equation and include the halide ion as a product rather than leaving it out
    • 💡Link any rate comparison to the strength of the carbon–halogen bond down the group
    • 💡Name the nucleophile explicitly for the reagent given, distinguishing aqueous alkali from water alone.
    • 💡Write the equation with the haloalkane, the nucleophile and both products, balancing the halide ion.
    • 💡Justify any rate comparison by referring to carbon–halogen bond strength and bond enthalpy down Group 7.
    • 💡Write the nucleophile explicitly as OH⁻ and say which atom it attacks.
    • 💡Give a balanced equation or displayed structure for one named haloalkane to show the substitution clearly.
    • 💡Contrast aqueous with ethanolic conditions in one sentence so the role of the solvent is visible.
    • 💡State the observation for each halogen, such as the colour of the silver halide precipitate, alongside the timing.
    • 💡Link the order of rates to the strength and polarisability of the carbon–halogen bond.
    • 💡Name the controlled variables explicitly when describing how the comparison is made fair.
    • 💡Learn the exact wording 'electron pair donor' and use it in definitions.
    • 💡When choosing a nucleophile, check for a lone pair that can be donated.
    • 💡In mechanism questions, start the curly arrow from the nucleophile's lone pair to the δ⁺ carbon.
    • 💡Draw both curly arrows and check each starts from a lone pair or bond and points to the correct atom.
    • 💡Label the δ⁺ carbon and the nucleophile clearly on the mechanism diagram.
    • 💡Name the products as an alcohol and a halide ion, and state the reagent as aqueous alkali.
    • 💡Name the reagent and condition (warm aqueous sodium hydroxide) before discussing the trend.
    • 💡Quote the direction of the bond enthalpy trend explicitly: strongest C–F, weakest C–I.
    • 💡Link bond strength to activation energy and then to rate, so the causal chain is complete.
    • 💡Name the specific compound class and the bond broken by ultraviolet radiation.
    • 💡Use the word 'catalyses' and show the radical is regenerated.
    • 💡Finish with a named international response such as the Montreal Protocol.
    • 💡Learn the two propagation equations as a pair so you can reproduce them exactly.
    • 💡Always show the radical dot on Cl• and ClO• to gain credit for radical species.
    • 💡Link the chemistry to the consequence: less ozone means more UV reaching the surface.
    • 💡Use the phrase homolytic fission and pair it with the word radicals.
    • 💡Write the dot on every radical species to make the unpaired electron explicit.
    • 💡Check the equation balances both atoms and charge before selecting your answer.
    • 💡Write each propagation step separately before combining them into the overall equation.
    • 💡Check that the catalyst appears as a reactant in one step and as a product in the other.
    • 💡Use the radical dot consistently and balance atoms and charge in each step.
    Common Mistakes
    • Treats the halogen as the nucleophile; correct this by identifying the halogen as the leaving group and the attacking species as the nucleophile
    • Writes the hydroxide ion as the leaving group; correct this by showing the halide ion leaving and OH⁻ attacking the carbon
    • Assumes all haloalkanes react at the same rate; correct this by linking rate to carbon–halogen bond strength, with iodoalkanes fastest
    • Omits the halide ion from the equation; correct this by balancing the equation with the halide ion as a product
    • Claims that water supplies hydroxide ions as the nucleophile; state that water itself is the nucleophile and that OH⁻ comes from aqueous alkali.
    • Treats hydrolysis as an addition reaction; describe it as substitution in which the halogen is replaced.
    • Assumes all haloalkanes hydrolyse at the same rate; link the rate to carbon–halogen bond strength down the group.
    • Names the hydroxide ion as an electrophile; correct this by describing OH⁻ as a nucleophile that donates a lone pair to the electron-poor carbon.
    • Claims the halogen stays attached while an –OH is added elsewhere; correct this by stating the halogen is substituted and leaves as a halide ion.
    • Treats aqueous and ethanolic alkali as interchangeable; correct this by linking aqueous alkali to substitution and ethanolic alkali to elimination.
    • Says the silver nitrate hydrolyses the haloalkane; correct this by stating water is the nucleophile and Ag⁺ only detects the halide ion.
    • Omits ethanol and treats the mixture as purely aqueous; correct this by explaining ethanol dissolves the haloalkane so it mixes with the aqueous silver nitrate.
    • Compares rates without controlling temperature or concentration; correct this by keeping these variables constant across the haloalkanes tested.
    • Defines a nucleophile as an electron pair acceptor; correct this to electron pair donor.
    • Assumes every negative ion is a strong nucleophile; check that a lone pair is available for donation.
    • Treats the halogen atom as the site of nucleophilic attack; identify the δ⁺ carbon instead.
    • Confuses nucleophile with electrophile; keep the donor and acceptor roles clearly separate.
    • Points the first curly arrow at the halogen atom; direct it to the δ⁺ carbon instead.
    • Omits the second curly arrow showing the C–X bond breaking; include it to form the halide ion.
    • Shows the halogen leaving without its bonding electron pair; the pair moves onto the halogen.
    • Describes the reaction as addition rather than substitution; the hydroxide replaces the halogen.
    • Confuses the trend with halogen reactivity in other reactions; keep the reasoning tied to the strength of the C–X bond broken in hydrolysis.
    • Claims the C–I bond is strongest because iodine is largest; correct this by stating that bond enthalpy decreases down the group so C–I is weakest.
    • Attributes the rate difference to the C–H bonds; correct this by focusing on the carbon–halogen bond that is broken.
    • States that CFCs react directly with ozone as intact molecules; correct this by describing radical formation by ultraviolet radiation first.
    • Claims one chlorine radical destroys only one ozone molecule; correct this by explaining the catalytic cycle.
    • Lists a use of organohalogens without linking it to an environmental effect; correct this by naming the compound class, the harm and a control measure.
    • Uses heterolytic fission to split the CFC; correct the answer by showing homolytic fission giving two radicals.
    • Omits the radical dot on chlorine species; correct the answer by writing Cl• and ClO• with dot notation.
    • Claims the chlorine radical is used up permanently; correct the answer by showing Cl• is regenerated so the cycle is catalytic.
    • Balances the ozone equation with the wrong oxygen product; correct the answer by checking that Cl• + O₃ gives ClO• + O₂.
    • Describes the bond breaking as heterolytic; correct the answer by stating homolytic fission gives one electron to each atom.
    • Shows only one radical product from the CFC; correct the answer by showing both CF₂Cl• and Cl•.
    • Names heat rather than UV as the energy source in the upper atmosphere; correct the answer by identifying ultraviolet radiation.
    • States the overall equation as 2O₃ → 3O₂ for the chlorine cycle; combine the two steps to give O₃ + O → 2O₂.
    • Omits the regeneration of the chlorine radical; show that Cl• is reformed so the species is a catalyst.
    • Writes radicals without the dot symbol; include the radical dot, for example Cl• and ClO•.