Nature of Matter :

Elements, Compounds,
and Mixtures
8
Probe and ponder

z Which of the entities in the picture above consist of matter, and

which of them do not?
z How can elements be combined to form a compound?
z How could the discovery of a compound that absorbs carbon
dioxide from the air contribute to solving environmental
challenges?
z Share your questions

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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 117

Have you ever wondered what the world around you is made
of? Look around! The staircase you use, the air you breathe, the
water in your bottle, the food in your lunch box, the clothes and
shoes you wear, the book you read, the trees outside, the ball you
play with and even the stick you carry — all of these are examples
of matter, which you have learnt in earlier grades.
You have also learnt that all these things are made up of tiny
particles. Most of the things around us are not made of just one
substance; rather they are made up of two or more substances
mixed together. Let us now understand how different substances
come together to form mixtures.

8.1 What Are Mixtures?

Have you ever wondered what makes
your poha (Fig. 8.1) so delicious or how
to make the perfect sprout salad? While
these dishes may seem very different, they
share something in common—they are
both made by mixing several ingredients.
We observe the mixing of substances in
everyday life. Sugar dissolved in water
is also a mixture, and so are soups and
Fig. 8.1: Poha
lemonade.
When two or more substances are
mixed, where each substance retains
its properties, it is called a mixture.
The individual substances that make up
a mixture are called its components.
The components of a mixture do not
react chemically with each other. In some
mixtures, the components — like green
gram, chickpeas, onion, and tomato
in a sprout salad (Fig. 8.2), are easy to
Fig. 8.2: Sprout salad see. Such mixtures, where the different
components are generally visible with the naked eye or with a
magnifying device, are non-uniform in nature. Can you identify
a few more examples of non-uniform mixtures around you?
On the other hand, some mixtures have components that
cannot be seen separately even with the help of a microscope.
For example, sugar and water particles cannot be seen separately
in their mixture. Such types of mixtures, where the components Fig. 8.3: Uniform mixture
are evenly distributed and cannot be distinguished, are uniform of sugar and water
in nature (Fig. 8.3). Can you list a few uniform mixtures?

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 A step further

Do you know that stainless steel is also a mixture?

Stainless steel contains iron, nickel, chromium,
and a small amount of carbon. They are mixed
so uniformly that the entire mixture appears
the same throughout and one cannot see the
individual substances. Such mixtures are known
as alloys. Brass, a mixture of copper and zinc,
and bronze, a mixture of copper and tin, are Fig. 8.4: Utensils made of
some other examples of alloys (Fig. 8.4). stainless steel, brass, and bronze

Our scientific heritage

Mishraloha was the name given to the mixture of two or more metals
that had properties distinct from its constituent metals. Ancient
Indian texts, such as the Charaka Samhita, Susruta Samhita, Rasaratna
Samucchaya, Rasa Jala Nidhi, etc., mention the use of alloys for
medicinal purposes. For example, Bronze, also known as Kamsya, is
an alloy made up of Copper (Tamra, 4 parts) and Tin (Vanga, 1 part),
was used to improve digestion and boost immunity.

8.1.1 Is air a mixture?

In Curiosity, Grade 6, you learnt about air and its composition in
the chapter ‘Nature’s Treasures’. Is air a mixture? What kind of
mixture is it?
You have learnt that air is a uniform mixture of mainly
nitrogen, oxygen, argon, carbon dioxide, and water vapour. Out of
these, oxygen is required by most of the living beings to stay alive.
It also helps in combustion. Nitrogen, which constitutes about 78%
of the air, does not take part in combustion. We also learnt that air
has water vapour in it. When warm air touches a cool surface, the
water vapour turns into liquid water, forming tiny droplets. Recall
the experiment where you tested the presence of carbon dioxide
in the air that we exhale. Let us confirm the presence of carbon
dioxide in the air.

Activity 8.1: Let us experiment

zTake a glass tumbler and fill it half with water.
z Add a small amount of calcium oxide
Safety first (quick lime) slowly to it.
Perform this step carefully. z What do you observe?
z Calcium oxide reacts vigorously with
water to form calcium hydroxide and releases heat.

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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 119

z Stir continuously to make a solution of calcium Lime

hydroxide. This solution is called lime water. water
z Filter it and observe its colour. Petri
z Leave this colourless solution in a petri dish for a few dish
hours (Fig. 8.5a). (a)
z Keep stirring the solution at regular intervals.
z What do you observe (Fig. 8.5b)? Lime
water
z Does it turn milky?
turns
Can you explain why the solution has turned milky? milky
You know that lime water turns milky when carbon
Petri
dioxide reacts with calcium hydroxide to form calcium dish
carbonate (insoluble tiny white particles) and water (b)
(Fig. 8.5). Since lime water turns milky when exposed to
Fig. 8.5: Lime water turns milky
air, this activity demonstrates the presence of carbon in the presence of carbon dioxide
dioxide in the air.
Calcium hydroxide + Carbon dioxide Calcium carbonate + Water
Apart from gases, have you ever observed anything
else present in the air? Have you ever noticed tiny shining
particles moving in a beam of sunlight entering a dark room
through a small opening? What are these particles?

Activity 8.2: Let us explore

z Take a black sheet of paper. Ensure that it is free from (a)
any visible dust particles.
z Place the black sheet of paper undisturbed near an open
window (Fig. 8.6a), or in the garden, for a few hours.
z What do you observe?
You may notice tiny particles settled on its surface. You
may use a magnifying glass to examine the particles more
closely (Fig. 8.6b).
This shows that dust particles are suspended in the air. (b)
They are not an integral part of the air and are considered Fig. 8.6: Black sheet of paper
pollutants. The nature and the number of dust particles in (a) with no dust particles;
the air may vary from time to time and from place to place. (b) with dust particles

A step further

The major pollutants present in the air are particulate matter

(dust, soot) and gases like carbon monoxide, ozone, nitrogen
dioxide, and sulfur dioxide. The air quality index (AQI) is a
tool used to describe the air quality.

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 8.1.2 Types of mixtures
You know that the term ‘mixture’ in common usage refers to the
mixing of two or more components. The components of a mixture
may themselves be mixtures, as in poha and sprout salad, or
pure substances like sugar or common salt dissolved in water.
However, in science, all the components of a mixture must be
pure substances only.
Mixtures could be of several types depending on the physical
state of their components. Some mixtures with their examples are
shown in Table 8.1. Complete the third column—
Table 8.1: Different types of mixtures

Uniform or
S.No. Mixture-type Examples
non-uniform
1. Gas and gas Air Uniform
2. Gas and liquid Aerated water (soda water) …………………
Oxygen dissolved in water …………………
3. Solid and gas Carbon particles in air …………………
4. Liquid and Acetic acid in water (vinegar) …………………
liquid Oil and water …………………
5. Solid and liquid Sand and water …………………
Seawater …………………
6. Solid and solid Baking powder (baking soda and …………………
tartaric acid)
Alloys …………………
You learnt in earlier grades about the separation of mixtures. It
is done to separate the components of a mixture. The examples
discussed were from everyday life, where separation is done
to obtain the component of interest and other components are
discarded. However, in science, the purpose of separating a
mixture is to obtain pure substances.

8.2 What Are Pure Substances?

Have you ever noticed the word ‘pure’ written on the packs of
some consumables, such as milk, ghee, and spices (Fig. 8.7)? The
word ‘pure’ has slightly different meanings in common usage
and in science.
In common usage, ‘pure’ means unadulterated products.
Adulteration is an illegal process of adding substances which
are cheaper, or of a poor quality, to a product. This is usually
Fig. 8.7: Some done to increase the quantity or reduce the manufacturing cost.
consumable items However, it deteriorates the quality of the product. It can also
make the product hazardous to health.
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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 121

In science, however, a pure substance is the one that has no

other substance present in it. For a scientist, even these products
that look pure can be considered impure if they are made of
more than one substance.
A pure substance is a kind of matter that cannot be separated
into other kinds of matter by any physical process. When a
scientist says that something is pure, it means that the substance
consists of the same type of particles.
A step further
According to science, how would you classify milk, packed
fruit juice, baking soda, sugar, and soil — as mixtures or pure
substances?

8.3 What Are the Types of Pure Substances?

Recall the different states of water that you studied in Curiosity,
Grade 6. What happened when water was cooled or heated?
We observed that on cooling water gets converted into ice, and
on boiling it gets converted into vapour. We can get back water
up on heating ice or cooling water vapour. It shows that during
these processes, the particles of water remain the same. Now, let
us perform another activity in which we pass electricity through
water and observe its effect.

Activity 8.3: Let us experiment

(Demonstration activity) Test tubes

Water
Safety first
This activity must be performed under the Test tube
supervision of the teacher. Be careful while stand
handling sulfuric acid. Do not use lithium-ion
battery.
(a) Test tubes filled with water
z Collect two small test tubes, a beaker or a glass
tumbler, and a 9 V battery.
z Fill 2/3rd of the beaker with water and add a few drops of Beaker

dilute sulfuric acid to it.

Water
z Fill both the small test tubes completely with water taken
from the beaker (Fig. 8.8a). 9V
battery
z Place a 9 V battery inside the beaker (Fig. 8.8b).
z Without spilling the water, carefully place the water-filled (b) 9 V battery placed inside
test tubes on each of the terminals of the battery (Fig. 8.8c). the beaker containing water

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 Water filled Water filled
test tube test tube
placed on the placing on z Wait for a few minutes.
terminal of the the terminal z Do you observe the formation of any gas bubbles
battery of the at both the terminals inside the test tubes?
battery
z Let it continue for 10–15 minutes.
z Observe the volume of gas collected in each test
tube (Fig. 8.8d).
z Is the volume of the gas collected the same in
(c) Water filled test tubes placing over both the test tubes?
the terminals of the battery
z Remove these test tubes one-by-one carefully.
Hydrogen gas
z Test these gases one-by-one by bringing a
Oxygen gas burning candle close to the mouth of the test
tubes.
Test tube z What happens in each case?
Gas bubbles z Which gas is present in each test tube?
Water containing
a few drops of
sulfuric acid
9 V battery Can these collected
(d) Gases collected in the test tubes gases be water vapour?
Fig. 8.8: Passing electricity through water
These gases are not water vapour otherwise
they would have condensed back to form
water. Let us try to identify these gases.

Safety first

Perform gas testing with care. Maintain a

safe distance from the set-up.

To test the gases present in the two test tubes, bring a burning
candle near the mouth of each test tube. A pop sound can be heard
from one, indicating the presence of hydrogen gas (Fig. 8.9a). In the
other test tube, the flame of the burning candle will glow brighter,
confirming the presence of oxygen gas (Fig. 8.9b).
Flame glows
Pop sound brighter

Candle
Test tube
Test tube
stand
Water Water

(a) (b)
Fig. 8.9: Testing the nature of gas (a) hydrogen; (b) oxygen
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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 123

From Activity 8.3, we can infer that water is composed of two

different constituents—hydrogen and oxygen.
Water Hydrogen + Oxygen

Ever heard of ...

When electric current is passed through water, it breaks down into
hydrogen and oxygen. Is this a chemical change or a physical change?
Recall Curiosity, Grade 7, chapter ‘Changes Around Us: Physical and
Chemical’.

8.3.1 Elements
The two substances hydrogen and oxygen formed in Activity 8.3,
are pure substances and are termed as elements. Each element
is made up of identical particles called atoms. These particles
are different from the particles of any other element. Elements (a)
are substances that cannot be further broken down into simpler
substances. They are the building blocks of all matter. Some other
examples of elements are gold, silver, sulfur, carbon, etc.

A step further
(b)
The atoms of most of the elements cannot exist Fig. 8.10: Depiction of
independently. Two or more such atoms combine and molecules of
form a stable particle of that element called a molecule. (a) hydrogen;
For example, two atoms of hydrogen combine to form (b) oxygen
one molecule of hydrogen. Similarly, two atoms of oxygen
combine to form one molecule of oxygen (Fig. 8.10).

Elements can be classified into metals and non-metals.

You have already studied that gold, silver, magnesium, iron, and
aluminium are metals, whereas carbon, sulfur, hydrogen, and
oxygen are non-metals. Isn't it interesting to know that some
elements like silicon and boron have intermediate properties
between those of metals and non-metals? They are called
metalloids, about which you will learn in higher grades.
A step further
‹ The number of elements known at present is 118, and most of them exist
in a solid state.
‹ Eleven elements exist in a gaseous state at room temperature, all of
which are non-metals like oxygen, helium, nitrogen, etc.
‹ Only two elements are liquid at room temperature—mercury, which is a
metal and bromine, which is a non-metal.
‹ Although gallium and caesium are solid elements, they become liquid at
a temperature around 30 °C (303 K) and turn into liquid.

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 AA step
step further
further
More than 45 different elements, like aluminium, copper, silicon,
cobalt, lithium, gold, silver, etc., are used in manufacturing a mobile
phone, including its screen, battery, and other components.

Oxygen
8.3.2 Compounds
Why cannot we separate hydrogen and oxygen present
Hydrogen in water by physical means?
In water, the particles of hydrogen and oxygen are
so tightly attached to each other that it is generally
impossible to separate them apart using physical
Fig. 8.11: Depiction of
molecules of water methods. That is why water is a compound. Compounds
are formed when different elements combine in fixed
ratios to form something entirely new.
Oh! This is really The properties of compounds are different
fascinating—hydrogen is from those of elements forming that
a fuel, oxygen supports
compound. The constituent elements of
combustion, whereas
water extinguishes fire. a compound cannot be separated by any
physical method. From Activity 8.3, we
find that molecules of water are made of two different elements:
hydrogen and oxygen (Fig. 8.11), combined chemically in a fixed
ratio. The ratio of the number of atoms of hydrogen to oxygen in
water has been found to be 2:1.
Are common salt and sugar elements or compounds? Let us
find out.
Sodium, a soft metal, and chlorine, a hazardous gas, combine
to form a harmless yet taste-enhancing substance that is essential
for our lives. This substance is known as sodium chloride, which
is made up of particles of sodium and chlorine in a 1:1 ratio. We
learnt that dissolved sodium chloride (common salt) may be
separated from water by the physical process of evaporation.
Is it possible to separate sodium chloride into its elements by
physical processes?
Let us now explore if we can separate the elements in sugar!

Activity 8.4: Let us experiment

z Put a teaspoon of sugar in a boiling tube.
Safety first
z Heat it gently as shown in Fig. 8.12a.
This activity must be performed z What do you observe?
in the presence of a teacher.

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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 125

Test tube holder

As you heat the sugar, it turns brown
(Fig. 8.12b). Later, it begins to char, i.e., it Boiling
turns blackish (Fig. 8.12c). tube
You will find small droplets of water
inside the boiling tube near its open end. Spirit
Where did this water come from? Was lamp
it in the dry sugar, or did it come by the (a) Heating of sugar
condensation of water vapour in the air?
Since we are heating the tube, the Water Test tube holder
water must have come from the dry sugar droplets
and not from the air. Can you predict Boiling
what is left behind? Charcoal (carbon) is tube
Sugar after
left behind in the boiling tube. You can heating
scoop it out in a watch glass (Fig. 8.12c) Spirit
and explore if it burns like coal. lamp
Sugar decomposes on heating and (b) Colour of the sugar changes on heating
gives carbon and water. As you know,
water consists of hydrogen and oxygen. Watch glass
Hence, sugar cannot be an element.
It may be stated that sugar is a chemical Charcoal
compound consisting of the elements (carbon)
carbon, hydrogen, and oxygen.
Let us explore more about (c) Charcoal placed on a watch glass
compounds. Fig. 8.12: Heating sugar in a boiling tube

Activity 8.5: Let us experiment

(Demonstration activity)

Safety First
Safety first
This activity may be demonstrated under the supervision of the
teacher. It may be performed in a fume hood or a well-ventilated
area. Do not inhale the gases.

z Take 5.6 grams of iron filings (Fig. 8.13a) and 3.2 grams of
sulfur powder (Fig. 8.13b) on a watch glass. Observe them
carefully.

(a) (b)
Fig. 8.13: (a) Iron filings; (b) Sulfur powder

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 z Mix them thoroughly in a watch glass. Label this mixture
Sample A as Sample A (Fig. 8.14).
z Observe it carefully.
z Is this a uniform or a non-uniform mixture? Can you still
Fig. 8.14: A mixture of iron observe both iron and sulfur as separate substances?
filings and sulfur powder
Take half of Sample A in a
z

China dish Sample B china dish and gently heat it

(Fig. 8.15a) with continuous
Sample A
stirring until a black mass is
Wire gauze formed.
z Let the content of the china
Burner dish cool.
z Place this black mass in a
Tripod stand
mortar and grind it with the
(a) (b)
help of a pestle.
z Now, put it on another
Fig. 8.15: (a) Heating Sample A; (b) Black mass
watch glass and label it as
Sample B (Fig. 8.15b).
z Now, you have two samples — Sample A and Sample B
(Fig. 8.16a and 8.16b). Compare both the Samples A and B
step by step and record your observations in Table 8.2.

Magnet

(a) (b)
Fig. 8.16: (a) Sample A; (b) Sample B

Step 1 — Appearance
(a) Sample A
z Compare the appearance of Sample A and Sample B like
colour and texture.
Magnet
Step 2 — Magnet test
z Take a magnet and move it over the Samples A (Fig. 8.17a)
and B (Fig. 8.17b), one by one.
z What do you observe?

Step 3 — Gas test

(b) Sample B z Take a small amount of Safety first
Fig. 8.17: Responses of Sample A in a test tube and
add a few drops of dilute Be careful while handling
Samples A and B to a
magnet hydrochloric acid.
hydrochloric acid (Fig. 8.18a).

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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 127

Test tube Test tube

Test tube Test tube

stand stand

(a) Sample A (b) Sample B

Fig. 8.18: Samples A and B in dilute hydrochloric acid Fig. 8.19: Correct way
z What do you observe? to waft the fumes of
an evolved gas
z Gently smell the evolved gas by wafting it towards your nose
(Fig. 8.19).
z Test the evolved gas by bringing a Safety first
burning splinter or a lighted candle near
the mouth of the test tube (Fig. 8.20a). Never smell anything directly.

(a) Sample A (b) Sample B

Fig. 8.20: Testing gases

z What do you observe?

z Repeat the above steps with Sample B as well (Fig. 8.18b and
8.20b).

Table 8.2: Comparison of Samples A and B

Observations
S.No. Experiment
Sample A Sample B
Appearance
1. (i) Colour
(ii) Texture

2. Magnet test

Gas test
3. (i) Odour
(ii) Burning

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 Some discussion points
z Do the Samples, A and B look the same?
z Which sample exhibits magnetic properties?
z Can we separate the components of Samples A and B?
z On adding dilute hydrochloric acid, do gases evolve in both
Samples A and B?
z In both the cases, do the gases smell the same or different?
z Also, categorise the substances used in this activity into
mixtures, compounds, and elements.
Sample A: We can say that Sample A is a mixture of the two
elements—iron and sulfur. Its components retain their properties,
and their black and yellow coloured particles can be seen.
On bringing magnet near Sample A, the iron filings get attracted
towards the magnet. Hence, iron and sulfur can be separated.
You might have observed that in Sample A, iron in the mixture
Sample A reacts with dilute hydrochloric acid to form iron chloride and
hydrogen gas. The gas is colourless, has no smell, and burns with
a ‘pop’ sound.
The reaction can be represented as —
Iron + Dilute Hydrochloric acid Iron chloride + Hydrogen gas
Sulfur on the other hand, is left as a yellow solid at the bottom
of the test tube. This shows that sulfur does not react with
hydrochloric acid.
Sample B: The black mass obtained in Sample B is iron sulfide.
We observe that the texture and the colour are the same throughout.
It is formed by heating the two elements, iron and sulfur. It is not
attracted by a magnet. The new substance has completely different
properties, and iron and sulfur can no longer be separated. Hence,
we can say that a compound has been formed. Can you explain
now why the magnet has no effect on Sample B?
Sample B
Also, Sample B, iron sulfide, reacts with dilute hydrochloric
acid, to form iron chloride and hydrogen sulfide gas. The gas is
colourless and has a rotten egg-like odour.
The reaction can be represented as —
Iron sulfide + Dilute Hydrochloric acid Iron chloride + Hydrogen sulfide

8.4 How Do We Use Elements, Compounds,

and Mixtures?
Elements, compounds, and mixtures are all around us. The
air we breathe is a mixture of gases like oxygen, nitrogen, and
carbon dioxide. Water, which is essential for life, is a compound
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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 129

made of elements, hydrogen and oxygen. Elements like iron and

aluminium are used to construct bridges, buildings, and vehicles.
Understanding these concepts is not just about recognising
what surrounds us; it is also the key to innovation. For instance,
chemists study how elements combine to create compounds,
enabling them to invent life-saving medicines and vaccines to fight
diseases. This knowledge also helps in the creation of fertilisers
thereby enhancing crop production that feeds the ever-increasing
human population globally.
Engineers and material scientists rely on their understanding of
compounds and mixtures to design materials with unique properties.
For example, they have developed alloys like stainless steel, which is
stronger and more durable than pure iron. Wood, steel, and concrete,
which are used as building materials, are all mixtures.
You learnt that various metals are obtained from minerals.
Let us learn about these minerals.
A step further
An example of a ‘wonder’ material
developed by material scientists is graphene
aerogel. This is made from carbon and is
said to be the lightest material on earth. It is
so light that even grass can hold it (Fig. 8.21).
It is highly porous and therefore, has a high
Fig. 8.21 absorbing capacity. For this reason, it can
potentially be used as an environmental cleaner, for example, to
clean up oil spills in both seas and on land. It is useful in fabricating
energy-saving devices and special coatings for buildings.

8.5 What Are Minerals?

Most rocks are a mixture of minerals, which can be
viewed with the eyes, or by using a magnifying glass or
Quartz Calcite
a microscope. Some of the minerals are called native
minerals, which are pure elements and not compounds.
These can be metals, such as gold, silver, copper, etc., or
non-metals like sulfur, carbon, etc.
Most of the minerals are compounds made up of more
Mica Pyroxene
than one element. Some common examples of minerals
include quartz, calcite, mica, pyroxene, and olivine
(Fig. 8.22). Many things that we use in our everyday life are
made up of minerals or elements extracted from minerals.
For example, cement is made from calcite, quartz, alumina,
and iron oxide, which are minerals or are obtained from Olivine Talc
minerals. Talcum powder is made from the mineral talc. Fig. 8.22: Some minerals

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 Our scientific heritage

Use of elements, compounds, and

mixtures in Indian Art
The Dhokra art is an old craft from Bihar and
Odisha that uses different metals to create
beautiful figures inspired by nature (Fig. 8.23).
The process begins with shaping a design in
beeswax. This wax model is covered with clay
to make a mould. After the clay hardens, the
wax is melted out, leaving a hollow space. This
space is then filled with molten brass or bronze
which makes Dhokra art strong and gives it a
shiny golden colour. The figures often show
animals, people, and nature, reflecting tribal
creativity and tradition. Fig. 8.23: Dhokra art

Elements and compounds are the building blocks of

matter—everything that has mass and takes up space. They make
the materials we see and use every day. However, not everything
around us is matter. Light, heat, electricity, and even thoughts
and emotions are important parts of our world, but they are not
made of matter. Understanding what matter is—and what it is
not—helps us better understand the world around us.

Snapshots

‹ A mixture consists two or more substances mixed together. These

substances retain their individual properties and do not react chemically
with each other.
‹ The individual substances that make up a mixture are called its
components.
‹ A pure substance consists the same type of particles. All the constituent
particles of that substance behave identically.
‹ Pure substance can be either an element or a compound.
‹ Elements are the simplest substances that cannot be broken down further
into simpler substances. They are the building blocks of all matter.
‹ Substances which are composed of two or more elements combined
chemically in a fixed ratio and have different properties from their
constituent elements are called compounds.
‹ Minerals are natural, solid substances found on the Earth. They have a
fixed chemical composition. Most often they are compounds but rarely,
they can also be pure elements.

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Keep the curiosity alive

1. Consider the following reaction where two substances,

A and B, combine to form a product C:
A+B C
Assume that A and B cannot be broken down into simpler
substances by chemical reactions. Based on this information,
which of the following statements is correct?
(i) A, B, and C are all compounds and only C has a fixed
composition.
(ii) C is a compound, and A and B have a fixed composition.
(iii) A and B are compounds, and C has a fixed composition.
(iv) A and B are elements, C is a compound, and has a fixed
composition.
2. Assertion: Air is a mixture.
Reason: A mixture is formed when two or more substances
are mixed, without undergoing any chemical change.
(i) Both Assertion and Reason are true and Reason is the
correct explanation for Assertion.
(ii) Both Assertion and Reason are true, but Reason is not
the correct explanation for Assertion.
(iii) Assertion is true, but Reason is false.
(iv) Assertion is false, but Reason is true.
3. Water, a compound, has different properties compared to
those of the elements oxygen and hydrogen from which it is
formed. Justify this statement.
4. In which of the following cases are all the examples correctly
matched? Give reasons in support of your answers.
(i) Elements — water, nitrogen, iron, air.
(ii) Uniform mixtures— minerals, seawater, bronze, air.
(iii) Pure substances— carbon dioxide, iron, oxygen, sugar.
(iv) Non-uniform mixtures — air, sand, brass, muddy water.
5. Iron reacts with moist air to form iron oxide, and magnesium
burns in oxygen to form magnesium oxide. Classify all the
substances involved in the above reactions as elements,
compounds or mixtures, with justification.

Prepare some questions based on your

When?
Why not?
learnings so far ... Why?
Where?
..................................................................................... How long?

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 6. Classify the following as elements, compounds, or mixtures
in Table 8.3.
Carbon dioxide, sand, seawater, magnesium oxide, muddy
water, aluminium, gold, oxygen, rust, iron sulfide, glucose,
air, water, fruit juice, nitrogen, sodium chloride, sulfur,
hydrogen, baking soda.

Table 8.3

Elements Compounds Mixtures

Identify pure substances amongst these and list them below.

Pure substances

7. What new substance is formed when a

mixture of iron filings and sulfur powder
is heated, and how is it different from the
original mixture? Also, write the word
equation for the reaction.
8. Is it possible for a substance to be classified
Gas (A)_____? as both an element and a compound?
Explain why or why not.
Dilute
hydrochloric acid 9. How would our daily lives be changed if
Iron filings water were not a compound but a mixture
of hydrogen and oxygen?
Fig. 8.24 10. Analyse Fig. 8.24. Identify Gas A. Also, write
the word equation of the chemical reaction.
11. Write the names of any two compounds made only from
non-metals, and also mention two uses of each of them.
12. How can gold be classified as both a mineral and a metal?

I
think ... Shouldn’t it Reflect on the questions framed by your
But we be ...
friends and try to answer ...
thought ... Maybe ...
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132
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Curiosity — Textbook of Science for Grade 8
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 Chapter 8 — Nature of Matter: Elements, Compounds, and Mixtures 133

Discover, design, and debate

z Design and create comic strips from real-life examples to

differentiate between elements, compounds, and mixtures
with diagrams and illustrate their properties and uses.
z Search for discoveries of some elements (such as phosphorus,
Science Society
sodium), compounds (such as penicillin) and mixtures
(such as brass, bronze, stainless steel). Present your findings
in the class. Inter-
disciplinary
z Let us search: Read labels on items like detergents or snacks, Projects
and try to list the mixtures and compounds they contain.
z Work in groups: Each group will pretend to be in the role of
either an element, a compound, or a mixture. Debate which
category among them is the most important.

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