DP Chemistry: Alkanes, alkenes & addition polymers
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Alkanes, alkenes & addition polymers

10.2 Functional group chemistry (6.5 hours)

1. Alkanes, alkenes & addition polymers (estimated 3.5 hours)

Pause for thought

The naming, structural isomerism and physical properties of the alkanes and alkenes have all been covered in the previous sub-topic. This sub-topic is concerned with the chemical reactions of the alkanes and the alkenes. Despite the fact that their main use is as fuels the alkanes are remarkably unreactive chemically (their old name was the paraffins which means ‘little activity’). The lack of reactivity of alkanes is not just due to their realtively strong bond enthalpies and non-polar nature. The fact that they are virtually non-polar (due to the similar electronegativities of carbon and hydrogen and their often symmetrical shapes) does explain why they do not attract electrophiles or nucleophiles. However it is not true that just because they are relatively non-polar they should be unreactive per se. Many non polar molecules, e.g. oxygen, fluorine, silicon tetrachloride and boron trifluoride are extremely reactive. Equally their bond enthalpies are not that remarkably strong. Although the carbon to hydrogen bond has a relatively high value of approximately 414 kJ mol-1, the carbon-carbon single bond is in the region of 346 kJ mol-1 which is about average for bond enthalpies.

One of the real reasons why alkanes are so relatively unreactive is that carbon atoms are unable to ‘expand their octet’ to form what is technically known as a hypervalent molecule. Of course carbon atoms do contain empty 3d orbitals but these are much higher in energy than the occupied 2s and 2p (or hybridized combinations of 2s and 2p) orbitals so they cannot be utilized. Contrast this with a silicon atom which has the electronic configuration 1s22s22p63s23p2. Silicon can utilize its empty d orbitals and expand its octet. This explains why tetrachloromethane, CCl4, is almost completely inert, particularly in the presence of water, whereas silicon tetrachloride, SiCl4, reacts vigorously with water.

SiCl4(l) + 2H2O(l) → SiO2(s) + 4HCl(aq)

Unlike a carbon atom, a silicon atom can act as a Lewis acid and accept a non-bonding pair of electrons from a water molecule as it expands its octet in the process (see right). The fact that carbon cannot do this is as much responsible for the inactivity of alkanes as its bond enthalpies and lack of bond polarity.

Some books also state that because carbon is a much smaller atom relative to silicon then the water molecule cannot approach it to react. This may be true in the case of tetrachlormethane but is not really true in the case of methane where the four hydrogen atoms take up much less room than the four chlorine atoms in tetrachloromethane and yet methane, unlike silane, SiH4 (which undergoes spontaneous combustion in air and decomposes above 420 oC), is still relatively unreactive.

One of the most obvious differences between alkanes and unsaturated compounds such as alkenes is that the unsaturated compounds burn in air with a much more yellow and smoky flame.

Although this is not a definitive way to distinguish between alkanes and alkenes – bromine water in the absence of ultraviolet light does that - it is a very noticeable difference. Why should this be so?

One proposed solution would be that the alkene needs more oxygen to burn than alkanes and that as the amount of oxygen in the surrounding air is limited alkenes do not burn so completely. However a quick glance at the relevant equations will show that this is not the case. For example, one mol of ethane requires 3.5 mol of oxygen to combust completely whereas one mol of ethene requires only 3 mol of oxygen for complete combustion. According to this the ethene should burn more completely in air.

C2H6(g) + 3.5O2(g) → 2CO2(g) + 3H2O(l)

C2H4(g) + 3O2(g) → 2CO2(g) + 2H2O(l)

Perhaps it is because the C=C bond enthalpy is stronger than the C-C bond enthalpy and so it does not break so readily. If this was the case we might expect the enthalpy of combustion of ethane to be much greater than the enthalpy of combustion of ethene, particularly as more water is formed (although there are less C-H bonds to break).

It is greater but only by about 10% per mole. In fact when 1.0 g of ethene burns in a plentiful supply of oxygen the heat given out is only slightly less than when 1.0 g of ethane completely combusts.

Approximately the same amount of heat is also given out with 1.0 g of ethyne, C2H2(g), which requires less oxygen (2.5 mol per mol of ethyne). Ethyne burning in air used to be used to provide light in miners’ and cavers’ lamps (see left) and on early automobiles as the flame is so yellow. However when burned in oxygen the heat evolved from the very hot blue flame is used to weld metal, as in oxy acetylene welding (see right).

It seems as though the smokiness is somehow connected with the degree of unsaturation but it is not really clear why. You can demonstrate this by burning a small amount of benzene in air (you will need to actually burn methylbenzene as the use of benzene is banned). The flame is not only extremely yellow and smoky but small pieces of black soot float around in the atmosphere afterwards. An unsaturated liquid such as benzene or methylbenzene takes longer to ignite than a gas as it needs to be vaporized first. The ratio of oxygen to hydrocarbon required to combust benzene completely is much lower at 7.5:6, compared to the much higher ratio of 21:6 when burning ethane. On this basis it is perhaps surprising that benzene is so smoky when it requires so much less oxygen than ethane when it is burned in air. Another example in chemistry of where a simple observation is not so easy to explain?

Nature of Science

Organic chemical reactions involving functional group interconversions are among the key factors responsible for the progress made in the development and applications of scientific research.

Learning outcomes

After studying this sub-topic students should be able to:

Understand:

  • Alkanes have low reactivity and undergo free-radical substitution reactions.
  • Alkenes are more reactive than alkanes and undergo addition reactions.
  • Alkanes and alkenes can be distinguished by the use of bromine water.
  • A wide range of monomers can be used to form addition polymers. These polymers form the basis of
    the plastics industry.

Apply their knowledge to:

  • Write equations for the complete and incomplete combustion of hydrocarbons.
  • Explain the reactions of alkanes (methane and ethane) with halogens in ultraviolet light as an example of free-radical substitution involving photochemical homolytic fission.
  • Write equations for the reactions of alkenes with hydrogen and halogens.
  • Write equations for the reactions of symmetrical alkenes with hydrogen halides and water.
  • Outline the addition polymerization of alkenes.
  • Relate the structure of a monomer to the addition polymer it forms and the repeating unit.

Clarification notes

The initiation, propagation and termination steps in
free-radical substitution reactions should be covered.
Free radicals should be represented by a single dot.

International-mindedness

The release of methane from ruminants in countries such as New Zealand and the S. American countries of Brazil, Uruguay and Argentina makes a significant contribution to total greenhouse gas emissions.
Methane is also produced from landfill sites.
Some countries are developing the technologies to capture the methane from landfill sites as a source of energy for electricity and heat generation.

Teaching tips

You have probably already covered the complete combustion of hydrocarbons when you did Topic 5: Energetics/thermochemistry. It is good to get students to deduce (rather than learn) the general equation:

CxHy + (x + y/4)O2(g) → xCO2(g) + y/2H2O(l)

I'm not so happy about them writing equations for incomplete combustion as who knows what the ratio of carbon, carbon monoxide and carbon dioxide will be in the product mixture.
They should understand that the reason why the combustion reactions are so exothermic is due to the strength of the O-H and C=O bonds in the products compared to the O=O, C-C and C-H bonds in the reactants.

Show them a video of methane reacting with chlorine to demonstrate how explosive (and therefore how fast) the reaction can be. This is the best place to introduce them to free-radical mechanisms and you can get them to work out the propagation steps for the successive substitution of chlorine for hydrogen to eventually end up with tetrachloromethane. Stress that the mechanism never involves a hydrogen radical - this should help them when it comes to multiple choice questions. It is also good to relate the free radical mechanism with ozone depletion and the reasons why the use of CFCs was banned in the Montreal protocol.

I like to give them hands on practical experience of combustion (I compare cyclohexane with cyclohexene) and also the addition reaction with bromine water. Note that alkanes do in fact react with bromine but only by a free-radical mechanism in the presence of ultraviolet light. The addition reaction with bromine water is much faster and so it does make a good test to distinguish between alkanes and alkenes. The product is actually 2-bromocyclohexanol rather than 1,2-dibromocyclohexane but I don't think that the IB require this amount of detail - probably a note to this effect should have been added in the guidance section.

Addition polymerization reactions are fairly straightforward at this level. All students really need to know is how to draw the repeating polymer. Make sure that they realise it is only every alternate carbon atom that has the chlorine or methyl group attached in the examples of poly(chloroethene) and poly(propene) respectively. Also note the IUPAC way of writing polymers with the monomer given inside brackets. The importance of addition reactions in society and some useful 'Aim 8' chemistry can be discussed here. For example when hydrogenating oils containing unsaturated fatty acids some instead of becoming saturaturated are converted into the trans isomer which increases the amount of low density cholestrol (bad cholesterol) in the body responsible for heart and circulatory problems.

Study guide

Pages 85 & 86

Questions

For ten 'quiz' multiple choice questions with the answers explained see MC test: Alkanes, alkenes & addition polymers.

For short-answer questions on alkanes which can be set as an assignment for a test, homework or given for self study together with model answers see Alkanes questions.

For short-answer questions on alkenes which can be set as an assignment for a test, homework or given for self study together with model answers see Alkenes questions.

Vocabulary list

homolytic fission
heterolytic fission
free radical
initiation step
propagation step
termination step

addition reaction
hydrogenation
hydration
halogenation
symmetrical alkene
addition polymerization
poly(ethene)
poly(chloroethene)
poly(propene)

IM, TOK, Utilization etc.

See separate page which covers all of Topic 10

Practical work

Reactions of organic compounds

Note that cyclohexene is used as an example of an alkene (as it can be compared with cyclohexane and methylbenzene) but cycloalkanes are not strictly on the syllabus.

Teaching slides

Teachers may wish to share these slides with students for learning or for reviewing key concepts.

  

Other resources

1. The explosive reaction between chlorine and methane (although heat rather than ultraviolet light is used to initiate the reaction).

Chlorine + methane reaction  

2. Students who really find balancing equations difficult might find some use for this simple video on balancing complete and incomplete hydrocarbon combustion reactions.

Balancing combustion equations  

3. A video by Richard Thornley showing simply how addition polymerization occurs for the three cases required by the IB and how to draw the repeating unit. He does, however, omit to put the brackets around the monomer when naming polymers, i.e. IUPAC now recommends poly(ethene) rather than polythene.

  Polymerisation of alkenes

4. In some countries the use of bromine water is prohibited. If this is the case you may need to show them a video although, of course, it is much better if your students can perform the experiment for themselves.

  Test for unsaturation

5. Many videos on ethanol production are concerned more with biofuels which involves fermentation. One simulation from the Wolfram Demonstrations Project demonstrates the hydration of ethylene (sic). It goes into much more detail than the IB needs and you will need to download a special player.

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