In the Laboratory

edited by
Cost-Effective Teacher Harold H. Harris
University of Missouri—St. Louis
St. Louis, MO 63121

A Small-Scale and Low-Cost Apparatus

for the Electrolysis of Water
Per-Odd Eggen
School Laboratory for Science and Technology, Norwegian University of Science and Technology, 7491 Trondheim,
Norway

Lise Kvittingen*
Department of Chemistry, Norwegian University of Science and Technology, 7491 Trondheim, Norway;
*Lise.Kvittingen@chembio.ntnu.no

The construction of two simple, inexpensive apparatuses A B

that clearly show the electrolysis of water are described. Both
apparatuses can be made by all students in any laboratory or
classroom. The apparatuses were developed for a course in
oxidation–reduction chemistry aimed at secondary school
instructors.
Electrolysis of water is traditionally conducted in a
Hofmann apparatus, which is expensive and fragile. Sim-
pler and less expensive apparatuses have been reported (1–3)
as well as changes to improve the demonstration (4–7). The
apparatuses described here are appropriate for various grades
and curricula.
The two apparatuses are shown in Figures 1 and 2. The
chemistry involved is not included, as this can be found in
any general chemistry book, as well as in the references cited
above. The components used to construct these apparatuses
are disposable polyethene transfer pipets (also called Beral pi- Figure 1. Apparatus for the electrolysis of water with collection of
pets) and floral wire (25 cm length, 1.1-mm diameter) from oxygen and hydrogen together (bromothymol blue was added to
a local florist. The volume of the pipet bulbs is 3.5 mL, but the solution). (A) How to hold the apparatus: reaction starts when
the sizes of the stems vary. In these experiments 1-mL and the wires are touched to the battery. (B) A close-up showing the gas
3-mL stem pipets have been used, but this is not critical and development and changes of indicator color (solution color changes
similar ones will work equally well. Both the pipets and the from green in A to blue and yellow in B; photo Roar Øhlander).
wire are chemically stable for the use intended here. Remem-
ber to use safety goggles during the experiment even though A B
the risk of injury is very low.

Apparatus for Electrolysis of Water

with Hydrogen and Oxygen Collected Together
The complete apparatus is shown in Figure 1. It allows
electrolysis of water with collection of hydrogen and oxygen
together. It is made as follows:
1. Cut the stem of a pipet (1mL-stem type) so that about 0.5
cm of the stem remains.
2. Push (while twisting) the floral wires through the top of
the bulb and out again as shown in Figure 1B (the further
down the wires protrude from the bulb the more water will
be electrolyzed). Make the holes as small as possible as the Figure 2. Apparatus for the electrolysis of water with separate col-
lection of oxygen and hydrogen (bromothymol blue was added to
pipet should remain water and gas tight. If the floral wire
the solution). (A) Shows one-hand grip of the apparatus (two hands
has blunt ends, cut a diagonal at one end of the wire with a are more stable) before the electrolysis has started. (B) A close-up
wire cutter before pushing it through the pipet. The pipet illustrating the gas volumes, changes of indicator color, and a stand
should not be sealed as water is forced out when the gases of floral wire (color changes from green in A to blue at the nega-
are produced. The wires must not be in contact with each tive electrode and yellow at the positive electrode; photo Roar
other. Øhlander).

www.JCE.DivCHED.org • Vol. 81 No. 9 September 2004 • Journal of Chemical Education 1337

 In the Laboratory
3. Bend the wires 90 degrees above the bulb (see Figure 1A).
4. Turn the pipet upside down and fill it with saturated
Na2SO4 solution (it works well and is safe) and possibly an
indicator (e.g., bromothymol blue) by using another pipet.
Do not try to suck up the solution. Put a petri dish or an-
other container under the open end of the pipet, into which
the Na2SO4 solution can run when the gases produced force
the liquid out.
5. Connect the floral wires to a battery, preferably 9 V. The
electrolysis starts immediately, the color changes (as a re-
sult of the pH changes at the electrodes) and gas produc-
tion can be observed. The electrolysis will continue until
the water is at the level where the floral wires exit the pi-
pet. Thus a drop of the solution remains in the bulb con-
veniently sealing the gas inside.
6. Move the pipet near a flame and squeeze the bulb gently. A
surprisingly sharp pop will be heard. (You have probably
never made a more favorable ratio of hydrogen and oxy-
gen!) This actually surprises the students considering the
tiny quantity of gas mixture collected. This experiment is
an immediate winner and is promptly adopted for use in
schools. In our experience even the least handy instructor
will succeed immediately. The apparatus described next
should, for pedagogical reasons, be made first as no stu-
dent is inclined to listen after the first pop is heard.
Apparatus for Electrolysis of Water
with Separate Collection of Hydrogen and Oxygen
The complete apparatus for the electrolysis of water with
reasonably controlled separate collection of hydrogen and oxy-
gen is shown in Figure 2. The apparatus is made as follows:
1. Cut off the stem of two pipets (3-mL stem) so that about
0.5 cm of each stem remains.
2. Push (while twisting) floral wires through the bulbs of the
pipets so that they protrude slightly from the stem (1/2–1
cm) and bend the wires 90 degrees just above the bulb (Fig-
ure 2A). Try to make the holes small so that the pipets re-
main water and gas tight. If the floral wire is blunt, cut a
diagonal at one end of the wire with a wire cutter before
pushing it through the pipet. The gases will be produced at
the protruding ends of the wires, therefore keep the wires
in the center of the stems, so that the gases bubble into the
bulbs and not outside. This can be adjusted when the elec-
trolysis is started. It is also possible to form a spiral in the
wire where it passes through the pipet stem, thus aligning
it better, but this is not necessary.
3. Turn the pipets independently upside down and fill each
with saturated Na2SO4 solution (it works well and is safe)
and an indicator such as bromothymol blue. Adjusting the
pH of the Na2SO4 solution until the bromothymol blue
indicator turns green will help the students to understand
the half-reaction at each electrode, because the pH changes
can be observed. If you want to have the apparatus in the
stand when doing the electrolysis, put the pipets (with the
floral wires pushed in) into the stand before filling with satu-
rated Na2SO4 solution.
1338 Journal of Chemical Education • Vol. 81 No. 9 September 2004
4. Turn the pipets, so that the open ends are immersed into a
solution of similar composition and hold them next to each
other (Figure 2).
5. Connect the floral wires directly to a battery, preferably 9
V (Figure 2A). In the classroom let the students work in
pairs, one holding the two pipets in the solution, the other
keeping the wires in contact with the battery poles. The
electrolysis starts immediately and gas bubbles and color
changes (if indicator has been added) can be observed.
6. Verify the gases produced, if desired.
The stand of floral wire (as shown in Figure 2B) is made by
bending (i) one end of the floral wire around two pens (items
of similar diameter) to allow for two pipets to be held and
(ii) the other end around an appropriately sized cylinder, for
example, a vitamin jar. It is easier to make these two bends
in one plane before finally bending the stand into the shape
shown in Figure 2B. Alternatively hold the pipets in one hand
and the wires onto the battery with the other hand (Figure
2A shows a one-handed grip). In the classroom let the stu-
dents work in pairs as described above.
Discussion
The hydrogen ions and oxygen that develop during the
electrolysis at the positive electrode result in a slight reaction
with the iron in the wire. This is a minor problem for the
gas production and can be ignored. However, some students
will spot this, which advantageously allows a comment on
conditions favoring the corrosion of iron. Information on this
can be found in a standard general chemistry book (for ex-
ample ref 8 ). To avoid corrosion a dilute solution of NaOH
can be used as a means of ion transport, but this demands
safety precautions and excludes the use of an acid–base indi-
cator, which is very instructive. Even electrodes of copper,
welding steel, and graphite from a normal school pencil are
attacked at the positive electrode when a neutral salt (e.g.,
Na2SO4) is used, thus we prefer the use of cheap floral wire.
Acknowledgment
POE is grateful for financial support from the County
of Nord-Trøndelag enabling him to work at the School Labo-
ratory for Mathematics, Science, and Technology, Norwegian
University of Science and Technology.
Literature Cited
1. Suzuki, C. J. Chem. Educ. 1995, 72, 912.
2. Skinner, J. Microscale Chemistry, Experiments in Miniature; The
Royal Society of Chemistry: London, 1997; pp 12–13.
3. Ciardullo, C. V., C. M. Micro Action Chemistry, 2 ed.; Flinn
Scientific: Batavia, IL, 1992; Vol.1, pp 67–68.
4. Heideman, S. J. Chem. Educ. 1986, 63, 809.
5. Skinner, J. F. J. Chem. Educ. 1981, 58, 1017
6. Zhou, R. E. J. Chem. Educ. 1996, 73, 786.
7. Kelsh, D. J. J. Chem. Educ. 1981, 62, 154.
8. Zumdahl, S. S.; Zumdahl, S. A. Chemistry, 5th ed.; Houghton
Mifflin: Boston, MA, 2000; pp 862–866.
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