PT Activity 6: All in the Family

Trends in the Halogens

The halogens are a reactive group of
nonmetals. The first two members
of the group, fluorine and chlorine,
are gases at room temperature. As
the atomic mass of the element
increases, the physical states of the
elements also change (Fig 6.1).
Bromine is a liquid at room
temperature, and iodine is a solid.
This change from gas to liquid to
solid as the atomic mass of the
halogens increases is easy to
observe. There are other periodic
trends in the properties of the
halogens that are not as easily
observed or measured. Thus, it is
known that the atomic size (radius)
of the halogens increases going
down the column of the elements,
but that the ionization energy
decreases in the same direction.
Periodic trends in the physical
Fig 6.1
properties of the halogens are
mirrored by rends in their chemical
properties as well.

The halogens exist in nature mainly in the form of ionic compounds containing halide anions (negative
ions). Calcium fluoride (CaF), for example, occurs in mineral deposites, while sodium chloride (NaCl),
sodium bromide (NaBr), and sodium iodide (NaI) occur naturally in seawater. (Note: Astatine is a
radioactive, unstable, and very rare element.) The halogens readily combine with many other elements,
including metals, hydrogen, and oxygen. Indeed, the halogens do not exist in nature as free elements.
The halogens are prepared for industrial use by passing an electric current through sodium halide
solutions. When the halogens are prepared in this way, they are found to exist as diatomic molecules –
F2, Cl2, Br2, and I2. The free halogens are generally quite toxic and must be handled with caution (so
handle them with caution back in the lab).

One of the many types of chemical reactions that the halogens (represented by X2 or Y2 below) undergo
are single replacement (displacement) reactions with metal halides (represented by MX or MY below).
We write this single replacement reaction of the halogens (using X and Y to represent the elements):

X2 + 2MY  2MX + Y2 (Equation 1: Single Replacement Reaction of Halogens)

These reactions will take place in one direction only. The reaction of one halogen (X2) with a different
metal halide (MY) will occur only if X2 is more active than Y2. If X2 is less reactive than Y2, the reaction
show above will not occur. The activity series of the halogens lists the halogens in order of most
reactive to least reactive. In this experiment you will use evidence collected in three separate
experiments to determine this activity series of the halogens.

Based on Flinn ChemTopics, All in the Family

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P R E P A R I N G

WHAT DO YOU KNOW? • LE ARNING OBJECTIVES

Go back and re-read the introduction. The introduction lays the foundation for this lab and without a
careful reading of it, you will not make meaning of the laboratory evidence. Once you’ve re-read, answer
the following preparing questions.

1. Why do you think it is called Equation 1 a single replacement reaction? Explain this in your own
words.
2. What are three examples of a sodium halide?
3. Table 1 shows the boiling points of the halogens. Describe in words the periodic trend observed.
What is your best guess as a reason for this based on the reading and what you have learned in
this unit?

Table 1: Boiling Points of the Halogens

Halogen Fluorine (F2) Chlorine (Cl2) Bromine (Br2) Iodine (I2)
Boiling Point -188°C -34°C 58°C 184°C

As always, state an objective for doing this lab.

E
E X P E R I M E N T I N G

SEEING HALOGENS • HALOGEN RE ACTIONS • SOLUBILITY

Part A: Seeing the Halogens

In Part A, you will learn to recognize each halogen by its distinct color and appearance in hexane and
water. Hexane is an organic liquid that does not dissolve in water. It is less dense than water and will
form a layer on top of the water. The halogen will be most present in the hexane layer, as hexane is a
better solvent of a halogen. The water will have a small bit of the negative ion the halogen forms and
some halogen. In this part, you will note the color of the halogen in water and in hexane.

1. Label six test tubes 1 – 6.

2. Under the fume hood, add 0.50 mL of chlorine water with the Cl2 syringe to test tubes 1 and 2.
Stopper and return them to your station.
3. Under the fume hood, add 0.50 mL of bromine water with the Br2 syringe to test tubes 3 and 4
and add 0.50 mL of iodine water with the I2 syringe to test tubes 5 and 6. Stopper these four test
tubes and return them to your station.
4. In your observations half of the experimenting section, note the color of each aqueous halogen.
5. Add approximately 1.50 mL of hexane to each test tube, making sure to keep them sealed as
much as possible. Note that 1.50 mL of hexane is about one disposable pipette full of hexane.
6. Place your thumb over the stopper and carefully invert each test tube several times to mix the
liquids.
7. In the observations half of your experimenting section, note the color of the halogen in the hexane
(top) layer. These observations should be in enough detail that you can recall them in Part B.

Based on Flinn ChemTopics, All in the Family

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Part B: Reactions of Halogens with Sodium Halides
You will now witness the single displacement reactions of the halogens with a sodium halide. You may
want to go back to the introduction of this activity sheet to refresh your memory on what the reaction looks
like symbolically. Not all of these test tubes will have reactions, so not all of the test tubes will change.
The goal of Part B is to collect evidence to make sense of in your analysis of this activity, evidence that
will help you achieve the objective of the lab – determining the activity series of the halogens.

1. Using the same test tubes you prepared in Part A, add 10 drops of 0.10 M sodium bromide
(NaBr) solution to the chlorine in test tube 1. Replace the stopper quickly and invert several times
to mix. Look for any signs of a chemical change (think back to AC1). Not these observations,
including “no change,” in the observations half of your experimenting section.
2. Continue to add 10 drops of the appropriate sodium halide solution to each test tube, as shown in
the following table. Make and record detailed observations, including “no change,” in the
observations half of your experimenting section.
Table 2: Halides to add to each test tube from Part A
Test Tube 1 2 3 4 5 6

Halogen Chlorine Chlorine Bromine Bromine Iodine Iodine

Sodium Halide 0.1 M NaBr 0.1 M NaI 0.1 M NaCl 0.1 M NaI 0.1 M NaCl 0.1 M NaBr

3. Dispose of the solutions in the appropriate waste beakers under the fume hood. Wash the test
tubes well (with soap) and then rinse with distilled water to use again in Part C or in the future.

Part C: Solubility of Silver Halides

In this portion of the activity, you will gather one more piece of evidence to compare the three halides –
the solubility of the silver halide. You will first need to make the silver halide, which we do by adding a
solution called silver nitrate. We will see silver nitrate quite frequently. Please note that silver nitrate is a
stain and will stain the table and your hands brown. Please use it very carefully according to your
instructor’s directions.

1. Label three test tubes 1 – 3.

2. Add 20 drops of sodium chloride solution to test tube 1, 20 drops of sodium bromide solution to
test tube 2, and 20 drops of sodium iodide to test tube 3.
3. Add 20 drops of 1.0 M silver nitrate (AgNO3) solution to each test tube and observe. Record your
observations in the observation half of your experimenting section.
4. Under the fume hood, carefully add 5.0 mL of 3.0 M ammonia (NH3) solution with the pipette to
each test tube. Stopper and return to your station.
5. Place your thumb over the stopper and shake to mix. Note your observations.
6. If available, centrifuge the three tubes and observe. Note your observations.
7. Pour the waste out in the appropriate waste beaker under the fume hood. Return the test tube to
your station, scrub with squirt of soap and brush to make sure you remove the chemicals. Rinse
with distilled water and return to your drawer.

Based on Flinn ChemTopics, All in the Family

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A
A N A L Y Z I N G

RE ADING • QUESTIONS

Reading: All in the Family

,
Check Moodle for any possible readings associated with this lab activity.

Questions: All in the Family

1. Which test tubes from part B had a reaction? What is your evidence for each that you say had a
reaction?

2. Using Equation 1 from the introduction as a guide, write a balanced chemical equation for each
reaction that occurred in Part B.

3. Based on the evidence from Part B, what is the most reactive halogen? Least? Justify – explain
how the evidence supports your choice on the most and least active halogen.

4. Based on the evidence from Part C and the reactivity, explain the similarities and differences in
the solubility of silver halides in water and ammonia.

C R I T I C A L L Y T H I N K I N G

CT ME AN? • KNOW? • BELIEVE? • CARE?

What does the activity mean?

Chemistry explains the macroscopic phenomenon (what you observe) with and explanation of what
happens at the nanoscopic level (atoms and molecules) using symbolic structures as a way to
communicate. Explain the meaning of this activity by completing the MNS table.

MACRO NANO SYMBOLIC

What was the general equation
What did you see in this Explain the single for this chemical reaction?
reaction? displacement reaction. What is the rule for activity in
terms of this general equation?

How do I know?
Assume the other nonmetals follow the same trend of activity as the halogens. Explain which
element, oxygen or sulfur, would be more reactive.

Why do I believe?
This is the second single displacement (replacement) reaction you have studied. What was the
other? Compare and contrast these two reactions on the symbolic level.
Why do I care?
Trends are important when analyzing models of the periodic table. Use this space to list the chemical
or physical element trends you’ve learned and summarize how the current model represents these
trends. In other words, what is the trend on the current model of the periodic table?

Based on Flinn ChemTopics, All in the Family

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