Unit 11.

Redox and Electrochemistry

Syllabus Ref. 5 (S)

Electrolysis of copper(II) sulphate solution

Class practical
This experiment enables students to carry out the electrolysis of copper(II) sulfate solution and to link their findings with the
industrial electrolytic refining of copper.

Lesson organisation
This class experiment can be done by students working either in pairs or threes.

Apparatus

Chemicals

Eye protection
Each group of students
will require:
Beaker (250 cm3)
Graphite electrodes
(about 5 mm diameter),
2
Retort stand and clamp
to hold electrodes
(Note 1)
DC power supply (6
volt)
Light bulb (small, 6
volt, 5 watt) optional
(Note 2)
Leads and crocodile
clips

Aqueous copper(II) sulfate, about 0.5 M,

200 cm3
Copper strips (optional), 2 (Note 3)
Small pieces of emery paper
Refer to Health & Safety and Technical
notes section below for additional
information.

Health & Safety and Technical notes

Read our standard health & safety guidance
Wear eye protection. Students must wash their hands at the end of all practical work.
Copper(II) sulfate solution, CuSO4(aq) - see CLEAPSS Hazcard and CLEAPSS Recipe Book. At the suggested concentrations,
the copper(II) sulfate solution is LOW HAZARD If the concentrations are increased, the solutions must be spanled with the
correct hazard warnings. Copper(II) sulfate solution is HARMFUL if concentration is equal to or greater than 1M.
1 There are several ways of securing the graphite electrodes. Using a retort stand and clamp is probably the most convenient.
They can also be fixed using Blutac on to a small strip of wood resting on the top of the beaker.
2 A bulb can be included in the circuit to indicate that there is a flow of current.
3 As an extension to the basic experiment, strips of copper can be used in place of the graphite rods.

Procedure
a Ask the students to set up the cell as shown. They should watch for any activity on each of the electrodes, and write down their
observations.
The cathodes can be cleaned using emery paper.

Teaching notes
Students should see a deposit of copper forming on the cathode. This will often be powdery and uneven. You should explain
that, if the current used is much lower, then the solid coating is shiny, impermeable and very difficult to rub off; this process
forms the basis of electroplating.
Bubbles of gas (oxygen) are formed at the anode.
Cathode reaction: Cu2+(aq) + 2e- Cu(s)
Anode reaction: 2H2O(l) O2(g) + 4H+(aq) + 4eWith carbon (graphite) electrodes, the oxygen usually reacts with the anode to form CO2. If copper is used for the electrodes, the
copper anode dissolves. The reaction is the reverse of the cathode reaction.
The results of this experiment can lead to a discussion about electroplating and the electrolytic refining of copper.
It can be instructive to allow students to copper-plate metal objects supplied by the school and previously tested for their
suitability. Personal items should not be used. In many cases, an alternative redox reaction often takes place before any current
is actually passed. This happens for instance in items made of metals above copper in the reactivity series. It is wise not to
complicate electrolytic deposition with chemical displacement - valued articles can be effectively ruined.
Extension experiments for copper refining
1 After doing the electrolysis as described above, the electrodes can be interchanged. Students can then see the copper
disappearing from the surface of the copper-coated anode
Cu(s) Cu2+(aq) + 2eThis leads to a discussion as to why, during electrolytic refining:

the anode consists of an unrefined sample of the metal

the cathode is made of pure copper or a support metal such as stainless steel.

2 The electrolysis can be done using two weighed copper strips. This is to confirm that the mass gained at the cathode is equal
to the mass loss at the anode.
Health & Safety checked, September 2014

Credits
This Practical Chemistry resource was developed by the Nuffield Foundation and the Royal Society of Chemistry.

Nuffield Foundation and the Royal Society of Chemistry

Page last updated October 2015