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Students review what they have learned in the previous two lessons in this unit about work and simple machines by participating in an “Around the world” review game. They will then complete a unit test.

Learning outcomes

Students will:

  • demonstrate an understanding of work, power, and machines by correctly answer questions during the “Around the world” game.
  • demonstrate an understanding of work, power, and machines by correctly answer questions on the unit test.

Teacher planning

Time required

Two 90-minute block periods

Materials needed

  • Around the world review problems — one copy of each problem
  • Around the world cover sheets — one copy of each cover sheet
  • World map — one per pair of students
  • Work, power, and machines study guide — one per student
  • Work, power, and machines unit test — one per student


Around the world review problems
Students answer these problems during the “Around the world” review game.
Open as PDF (183 KB, 14 pages)
Around the world cover sheets
These sheets are stapled to the top of the “Around the world review problems”.
Open as PDF (740 KB, 14 pages)
Work, power, and machines study guide
Students complete this study guide prior to taking the test. This document contains an answer key.
Open as PDF (249 KB, 5 pages)
Work, power, and machines unit test
Students take this test upon completion of the unit. This document contains an answer key.
Open as PDF (171 KB, 8 pages)

Prior knowledge


Prior to conducting the “Around the world” review game, you will need to set up for the game following these steps:

  1. Print the problems from the “Around the world problems” document.
  2. Print each of the cover sheets from the “Around the world cover sheets” document.
  3. Pair up each problem with one of the cover sheets. Color or label the country on each cover sheet, using a different color for each cover sheet. Then staple each cover sheet on top of one problem so that students will be able to flip the cover sheet up and read the problem underneath.
  4. Post the fourteen problems around the classroom so that students can find each one as they play the game.
  5. Finally, make copies of the world map for each pair of students.


Day one

  1. Put students in groups of two, and assign each pair to a starting country.
  2. When you say “go,” both partners must attempt to solve the problem at their station independently on their own paper, showing all work.
  3. When a student reaches an answer, they will bring their paper to you. After confirming accuracy, the student will be given a marker or colored pencil of the color of the country he or is she is “visiting,” and they will color that country on their world map.
  4. After returning the marker or pencil, the students will be told the next country they will “visit.”
  5. Students race around the room to be the first pair to answer all fourteen questions correctly. The teacher is able to assess the level of understanding as students attempt to solve each problem, answer questions, give hints, and address misconceptions on the spot.
  6. The winning pair should have a world map with the fourteen countries correctly identified and colored and the work for all fourteen problems on both partners’ papers.
  7. Give students the study guide to complete on their own prior to the test (if they did not receive it at the end of the previous lesson).

Day two

Students should be allowed an entire 90-minute class period for the unit test on work, power, and machines.


The “Around the world” game, the study guide, and the unit test may serve as forms of assessment.


  • “Around the world” game: Student groups can be increased from two per group to three per group. Additionally, even though students may work diligently for the entire class period, they still may not finish all problems. The winner is then the group that “visits” the most countries and answers questions correctly. This may also be an option if there is not an entire class period to be spent on this game, or if class periods are only 45 minutes
  • Unit test: Students who receive modified tests are typically prescribed modifications in the paperwork associated with their specific situations. Each semester I find I have to modify tests and quizzes differently. If you have students for whom you must modify tests, I suggest starting with the original test provided here. It is simple to reduce answer choices, remove questions, and chunk information together. Beyond these simple steps, your modifications will probably vary by student. Starting with the original test I have provided will save you time when you need to make modifications.

  • North Carolina Essential Standards
    • Science (2010)
      • Physical Science

        • PSc.3.1 Understand the types of energy, conservation of energy and energy transfer. PSc.3.1.1 Explain thermal energy and its transfer. PSc.3.1.2 Explain the Law of Conservation of Energy in a mechanical system in terms of kinetic energy, potential energy and...
      • Physics

        • Phy.2.1 Understand the concepts of work, energy, and power, as well as the relationship among them. Phy.2.1.1 Interpret data on work and energy presented graphically and numerically. Phy.2.1.2 Compare the concepts of potential and kinetic energy and conservation...

North Carolina curriculum alignment

Science (2005)

Grade 9–12 — Physical Science

  • Goal 3: The learner will analyze energy and its conservation.
    • Objective 3.02: Investigate and analyze transfer of energy by work:
      • Force.
      • Distance.

Grade 9–12 — Physics

  • Goal 6: The learner will develop an understanding of energy as the ability to cause change.
    • Objective 6.03: Analyze, evaluate, and measure the transfer of energy by a force.
      • Work.
      • Power.
    • Objective 6.04: Design and conduct investigations of:
      • Mechanical energy.
      • Power.
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