Mechanics at Work

Build problem-solving skills for modern manufacturing careers in this VR experience. Based on the Manufacturing Skills Institute MT1 Certificate Study Book, this simulation introduces key principles from mechanics, thermodynamics and fluid power. Each task is grounded in real industry expectations, helping students connect theory with applied technical understanding. Students join instructors in a virtual manufacturing training center, working with pulleys, levers, and gears to understand motion and force. Lessons also investigate how gases respond to pressure/temperature changes and examine distillation and Gay-Lussac's Law through interactive demonstrations. This experience helps students build confidence with mechanical concepts and energy systems used in industry. **Key features:** - Aligned to Manufacturing Skills Institute MT1 Certificate Study Book - Approved by subject matter experts in the manufacturing field - Builds applied knowledge through simulations that mirror technical tasks ## Course Content: This course is two modules, split into eight lessons: **Module 1: Mechanics** - Lesson 1: Introduction to Simple Machines - Lesson 2: Pulleys – Part 1 - Lesson 3: Pulleys – Part 2 - Lesson 4: Levers - Lesson 5: Gears **Module 2: Thermodynamics & Fluid Power** - Lesson 1: Air Pressure and Pressure Differential - Lesson 2: Cooling and Heating of Gas & Distillation - Lesson 3: Gay-Lussac's Law ## Duration & Guidance: Each lesson is approximately 10-20 minutes in duration, but times may vary depending on the user. Lessons can be completed across multiple sessions, as user progress will be saved. We recommend that this experience is best undertaken standing, although a seated experience is possible. ## Module 1: Mechanics {.objective .objective1} **Lesson 1: Introduction to Simple Machines** Explore different types of simple machines used in manufacturing. Identify how each one helps make work easier. ## Learning Objectives: - Define simple machines{.info} - List types of simple machines{.info} - Identify real-life examples of simple machines{.info} **Lesson 2: Pulleys – Part 1** Work with pulley systems to understand the difference between fixed and movable pulleys. Learn how pulleys affect the force needed to lift a load. ## Learning Objectives: - Distinguish between fixed and movable pulleys{.info} - Define mechanical advantage{.info} **Lesson 3: Pulleys – Part 2** Build on earlier knowledge by testing complex pulley setups. Compare ideal and actual mechanical advantages in authentic lifting scenarios. ## Learning Objectives: - Predict the mechanical advantage of different systems of pulleys{.info} - Explain the difference between ideal and actual mechanical advantage{.info} **Lesson 4: Levers** Try out different types of levers and see how their setup affects force and movement. Find out which lever types reduce effort and which ones increase speed. ## Learning Objectives: - Distinguish between different types of levers{.info} - Determine which configuration of levers would reduce or increase the force required to lift an object{.info} **Lesson 5: Gears** Use gear systems to explore how force and speed change based on gear size and arrangement. Learn how to calculate gear ratios and predict outcomes. ## Learning Objectives: - Recall the formula for calculating the gear ratio{.info} - Predict how different configurations of gears will affect force and speed{.info} ## Module 2: Thermodynamics & Fluid Power {.objective .objective2} **Lesson 1: Air Pressure and Pressure Differential** Test how gases and liquids respond to pressure changes. Learn about atmospheric pressure and how it affects manufacturing systems. ## Learning Objectives: - Define atmospheric pressure{.info} - Predict the effect of a change of pressure on the volume of gas{.info} - Predict the impact of a change of pressure on liquids{.info} **Lesson 2: Cooling and Heating of Gas & Distillation** Observe how gases behave when heated or cooled in a closed space. Investigate how technicians use distillation to separate fluids in various settings. ## Learning Objectives: - Predict the effects on pressure of heating and cooling gas in a confined space{.info} - Define the process of closed-system distillation{.info} **Lesson 3: Gay-Lussac's Law** Use real-world examples to understand the link between pressure and temperature. Look at how Gay-Lussac's Law applies to different types of products. ## Learning Objectives: - Explore Gay-Lussac's law{.info} - Apply Gay-Lussac's law to explain how refrigerators, compressed air cans and heat engines work{.info} # TEACHING FRAMEWORK{.objective .objective} # Before the Experience **KWL Chart** Activate prior knowledge and prepare students for what they will see in VR simulation. Students will fill in the K (What I Know) and W (What I Want to Know) sections, while the remaining section will be completed post-experience. - Identify three things that you already know or think you know about the industry, technology, tools used and/or careers.{.task} - Write two questions about what you want answered or are curious about.{.task} # During the Experience **Tech Lab Journal** To support engagement and learning during each VR session, ask students to maintain a Tech Lab Journal. This journal can be a small notebook, a stapled packet, a digital document or use the worksheet provided (see exemplar for further guidance). The Vocational Pathways Worksheet Exemplar draws on the Welding and Intro to Construction simulations as detailed case studies. While these examples focus on specific experiences, the model student responses are representative of reflections, observations, vocabulary and presentations expected across all of the Vocational Pathways content. After completing each VR session, students should take a few minutes to reflect and add to their journal, noting the date and which lesson they completed. Other suggested journal entries include: - Key Vocabulary – Identify new terms and/or technical language that was introduced, along with definitions for each. - Sketches or Diagrams – Create simple sketches of tools, systems, processes, and/or machines students interacted with, along with labels for the whole and its parts. - Notice and Wonder – Take note of interesting moments or surprising results students noticed, as well as questions they are curious about. These should be written as “I noticed...” and “I wonder ...” statements. # After the Experience **KWL Chart** To follow up, ask students to complete the L (What I Learned) section, reflecting on what they learned during the session. - Identify at least three things that you learned about the industry, technology, concepts or career.{.task} # Extended Learning **Job Quest: Explore an Entry-Level Career Role** Students are then encouraged to continue their learning by researching what an entry-level position in this career field looks like. This exploration makes learning more personal and purposeful, helping students consider future career opportunities. Even if they decide this career is not a good fit, the process builds career awareness, critical thinking, and allows the student to take ownership of their learning. Ask students to research the following: - Job Description - Tools and Skills Needed - Education and/or Training Needed - Salary and Job Outlook - Work Environment Ask students to create a visual summary of their research. Consider giving them a choice to create a slide presentation, one-pager, infographic, short video, or use another appropriate presentation method. # Reflection Ask students to write a reflection. Based on their VR experience and research, would they consider this career? Why or why not? # How To View Student Analytics 1. Log in to the Corinth app 1. Results can be viewed based on the name the student entered For full setup instructions, including video walkthroughs and support documents, please visit our support pages [ClassVR Support](https://www.classvr.com/)