When zinc steel is immersed in a systems of 0.1 M aqueous copper(II) sulfate solution copper metal plates out on the zinc. The solution is originally blue in color. A dark coating that copper metal shows up on the zinc within 2 minutes and when 45 minutes have elapsed, there is a thick coat the copper steel powder top top the zinc strip and also the blue shade of the solution has lightened considerably.

You are watching: Zinc and copper sulfate balanced equation

Zn(s) + Cu2+(aq) -> Zn2+(aq) + Cu(s)

Zinc atoms space oxidized toZn2+(aq):Zn(s) ->Zn2+(aq) + 2e- (loss of electrons)

Copper(II) ion are reduced toCu(s):Cu2+(aq)+2e-->Cu(s) (gain that electrons)

This show should additionally include having actually students predict whether or not copper will certainly react through ZnSO4(aq).

Cu(s) +Zn2+(aq)-> No reaction

Zinc is a an ext active steel compare to copper. TheZn2+(aq) ions do not serve as a reduce agent.

Curriculum Notes

This is a great demo to existing at the beginning of a unit ~ above electrochemistry because it can be followed later in the unit by the zinc/copper cell demo. This demo can likewise be provided when discussing single-replacement reactions, oxidization reactions, or electronegativity.

Active Learning

Please consider not lecturing to her students. Usage a series of well crafted questions, visualizations and a POGIL-ish indict to overview your student to understanding under what conditions single displacement reactions will occur.

The effectiveness of the demonstration is enhanced when 1) students space led v a guided-inquiry instructional sequence, 2) students view a computer animation representing what occurs at the atom level: the oxidation that zinc and the palliation of Cu2+ ions, and 3) students work-related the task sheet that accompanies the demonstration and computer simulation. A set Power allude slides attempting to med some active learning in the presentation the this demonstrate is posted on the food selection to the right.

Activity series of Metals computer system Simulation

Select various steels to check in aqueousM2+solutions. Develop an activity series of meals based upon monitorings of whether or not a steel reacts v aM2+aqueous solution. Choice to view a computer animation at the particle level of the communication of theM2+ion with the metal electrode. Based on observations, create the the oxidation-reduction half-reactions.



©2010Greenbowe Chemistry education Instructional Resources.

This is an OLD FLASH-based computer simulation emerged by TomGreenboweand his chemistry education and learning research group. A newHTML5based computer simulation the this activity is to plan to be developed.

Purdue University's chemistry demonstration net site has an excellent "movie" the this class demonstration


Learning missions

After the town hall the demonstration and the computer computer animation at the fragment level (molecular scenes), students need to be able to

1. Compose the oxidation half-reaction and also the palliation half-reaction

2. Recognize what is gift oxidized and also wht is being reduced

3. Describe why zinc is a much more active metal when compared to copper

4. Explain what reasons the aqueous copper(II) sulfate equipment to it is in blue and also why the blue color fades together the reaction proceeds

Oxidation-reduction reaction involve the carry of electrons between substances. In this reaction, zinc atoms every will shed two electrons (oxidation) and also become Zn2+ ions. The two electrons that are released by zinc will be got by the Cu2+ ion (reduction). TheCu2+ions become Cu atoms.

Total equation: Zn (s) +CuSO4(aq) --> Cu (s) +ZnSO4(aq)Net ionic equation: Zn (s) +Cu2+(aq) --> Cu (s) +Zn2+(aq)

Since the copper(II) ion has substantially higher reduction potential (+0.15 V) than zinc ion (-0.76 V), it is readily reduced by zinc metal.

The blue color of the aqueous copper(II) sulfate solution is because of the existence of the hexaaquacopper(II) ion in water. The equipment becomes lighter in color as copper(II) ions, Cu2+(aq). In the equipment is changed by zinc(II) ions, Zn2+(aq).

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It is ideal to begin this demo in the direction of the start of the class period so the there is lot of of time because that the reaction to proceed.This demo have to be projected for big classes.To initiate the reaction, suspend the zinc strip by the glass rod so that it is immersed in the equipment in one of the beakers.After two minutes have actually elapsed, pull the strip out the the beaker and show the class how the portion that remained in the solution has darkened.Return come the demo several times during class to see how the reaction is proceeding.By the finish of class, the solution with the zinc strip in it should be considerably lighter in color.Use the beaker with no zinc in it as a control. By to compare the reaction solution with the control, the students have the right to see that the reaction solution has become lighter in color.