Ionic Bonding and Valence Electrons Explained

Ionic Bonding and Valence Electrons Explained

Assessment

Interactive Video

Science

6th - 10th Grade

Hard

Created by

Emma Peterson

FREE Resource

10 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What happens to a valence energy level when it is emptied of electrons?

It becomes a physical ring.

It moves to another atom.

It ceases to exist.

It becomes a different type of energy level.

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Why do some people think energy levels are like plastic rings?

Because they are made of plastic.

Because they are physical structures.

Because they hold electrons in place.

Because they are visible in diagrams.

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the correct way to think about energy levels?

As parts of an atom that can be removed.

As physical rings with cups.

As non-physical entities defined by electrons.

As fixed structures within an atom.

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

In the parking analogy, what does the grass field represent?

The physical structure of the atom.

The energy levels.

The electrons.

The atom.

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What happens to the 'row' in the parking analogy when all cars leave?

It moves to another field.

It becomes a different row.

It disappears.

It remains as a physical structure.

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How does the parking analogy help explain energy levels?

It demonstrates that energy levels can be moved.

It illustrates that energy levels exist only when electrons are present.

It shows that energy levels are physical structures.

It proves that energy levels are fixed parts of an atom.

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main point of the parking analogy?

To demonstrate how electrons park in energy levels.

To illustrate the physical structure of atoms.

To show that energy levels are like parking spots.

To explain that energy levels are not physical entities.

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