Electrolysis of Aqueous Sodium Chloride & Dilute Sulfuric Acid (Cambridge (CIE) O Level Chemistry): Revision Note

Exam code: 5070

Caroline Carroll

Written by: Caroline Carroll

Reviewed by: Lucy Kirkham

Updated on

Electrolysis of Aqueous Sodium Chloride & Dilute Sulfuric Acid

Aqueous sodium chloride 

  • Brine is a concentrated solution of aqueous sodium chloride

  • It can be electrolysed using inert electrodes made from platinum or carbon/graphite

  • When electrolysed, it produces bubbles of gas at both electrodes as chlorine and hydrogen are produced, leaving behind sodium hydroxide solution

  • These substances all have important industrial uses:

    • Chlorine is used to make bleach

    • Hydrogen is used to make margarine

    • Sodium hydroxide is used to make soap and detergents 

Product at the Negative Electrode:

  • The H+ ions are discharged at the cathode as they are less reactive than sodium ions

  • The H+ ions gain electrons to form hydrogen gas 

Product at the Positive Electrode:

  • The Cl– ions are discharged at the anode 

  • They lose electrons and chlorine gas forms

  • The Na+ and OH– ions remain behind and form the NaOH solution

Electrolysis of brine. Two electrodes dip into a beaker of sodium chloride solution, the left one connected to the negative terminal and the right to the positive. Bubbles of hydrogen gas form on the negative electrode and bubbles of chlorine gas on the positive. Circular insets show the ions present in the solution: at the negative electrode hydrogen ions move towards it, and at the positive electrode chloride ions move towards it, with sodium and hydroxide ions also present. A label notes that the sodium chloride solution turns into sodium hydroxide solution.

Diagram showing the products of the electrolysis of aqueous sodium chloride

Dilute sulfuric acid 

  • Dilute sulfuric acid can be electrolysed using inert electrodes made from platinum or carbon/graphite

  • Bubbles of gas are seen at both electrodes

  • At the negative electrode:

    • H+ ions are attracted to the cathode, gain electrons and form hydrogen gas

  • At the positive electrode:

    • OH- ions are attracted to the anode, lose electrons and form oxygen gas and water

  • Twice as much hydrogen as oxygen is produced, so the two gases collect in a 2:1 ratio by volume

Determining what gas is produced

  • If the gas produced at the anode relights a glowing splint dipped into a sample of the gas then the gas is oxygen

The test for oxygen. A glowing splint is held at the mouth of a test tube of oxygen, and an arrow leads to the same splint burning with a flame, showing that it has relit.

Diagram showing the test for oxygen gas

  • If the gas produced at the anode bleaches damp litmus paper then the gas is chlorine 

The test for chlorine. A piece of damp litmus paper is held at the mouth of a test tube of chlorine gas, and is shown part blue and part red. Beside it, arrows show the colour change in sequence: blue, then red, then white.

Diagram showing the test for chlorine gas

  • If the gas produced at the cathode burns with a 'pop' when a sample is lit with a lighted splint then the gas is hydrogen

The test for hydrogen. A lit splint is held at the mouth of a test tube of hydrogen gas, with a starburst labelled pop beside it, showing the squeaky pop produced.

Diagram showing the test for hydrogen gas

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Caroline Carroll

Author: Caroline Carroll

Expertise: Head of Content Delivery

Caroline graduated from the University of Nottingham with a degree in Chemistry and Molecular Physics. She spent several years working as an Industrial Chemist in the automotive industry before retraining to teach. Caroline has over 12 years of experience teaching GCSE and A-level chemistry and physics. She is passionate about delivering high-quality resources to help students achieve their full potential.

Lucy Kirkham

Reviewer: Lucy Kirkham

Expertise: Content Creator

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.