C.I.T.

- MECHANICAL MODULES

Module Title: DOMRAC TLEIA110

Developed by: NACHO B. AMAC

EULOGIO “ AMANG” RODRIGUEZ INSTITUTE

OF SCIENCE AND TECHNOLOGY

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FUNDAMENTALS OF REFRIGERATION
by: nacho b. amac

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TABLE OF CONTENTS

Lesson 1
Introduction to Refrigeration and Air-Conditioning
Importance of refrigeration……………………………………………………………………6
Career Opportunities…………………………………………………………………………..7
Review of work safety requirements………………………………………………………..7
General safety…………………………………………………………………………………..8
Refrigerants……………………………………………………………………………………..8
Refrigerants and Ozone Layer………………………………………………………………9
Refrigerants color code and number………………………………………………………9
Assessment.....................................................................................................14-15
References……………………………………………………………………………………..15
Lesson 2
History of Refrigeration
History and Development of Refrigeration in the world…………………………….16
Assessment………………………………………………………………………………...…18
References……………………………………………………………………………………..19
Lesson 3
Unit’s conversion for DOMRAC
Linear mensuration, pressure, Heat and temperature
unit conversion application………………………………………………………………20
Basic calculations for HVAC/R technology……………………………………………20
Rounding Numbers………………………………………………………………………….21
Temperature, Pressure and its measurement………………………………………….21
Kelvin and Rankine, Absolute zero temperature scale………………………………22
Temperature Conversion…………………………………………………………………..22
Degrees Celsius to Fahrenheit……………………………………………………………23
Degrees Fahrenheit to degrees Kelvin (Fahrenheit Absolute)……………………..24
Degrees Rankine to Fahrenheit………………………………………………………....24
Degrees Celsius to Kelvin...…………………………………………………………..…..24
Kelvin to Degrees Celsius………...…………………………………………………..…..24

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Degrees Rankine to Kelvin………………………………………………………………24

Kelvin to Degrees Rankine………………………………………………………………25
Temperature Difference Calculations…………………………………………………25
Pressure……………………………………………………………………………………..25
Pascal Law of pressure, Force…………………………………………………………..26
Heat flow………………………………………………………………….…………………27
Heat transfer, Power.…………………………………………………….……………….27
Unit of heat, Tons of Refrigeration Effect………………………….…………………28
Dimensions, Linear and Area measurements……………………….………….29-30
Converting Metric Linear Units………………………………………….……………..31
Assessment……………………………………………………………………..………..…35
References…………………………………………………………………..……………….36
Lesson 4
Refrigeration tools and equipment
Refrigeration tools, Equipment and Materials processes
Tubing and Fittings for Refrigeration…………………………………………….37
Soft copper tubing, Hard drawn copper tubing…..……………………………38
Tube cutter…………………………………………….…………………….…………38
Flaring tools, Tube bender……………………………………………….…..…39-40
Oxy-acetylene, halide torch, Moisture evacuating equipment……..……41-42
Assessment……………………………………………………………………..………44
References………………………………………………………………………..……..45
Lesson 5
Principles of Refrigeration
The vapor compression system……………………………………………....…….…46
How a Mechanical Refrigerator Operates………………………………..…………47
Compressor, Condenser, Expansion valve and Evaporator…..…...……….47-48
Compression Cycle or the Refrigeration Cycle……………………….……………49
Assessment…………………………………………………………………..……………50
References……………………………………………………………………..…………..51

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LESSON 1: Introduction to Refrigeration and Air-Conditioning

OVERVIEW:

This learning module covers the importance of refrigeration, career

opportunities on this field of specialization, review on work safety requirements,
general safety and refrigerants. These are valuable knowledge information which
enable them to perform Basic, Common and Core competencies as well as
occupational health and safety practices being required in Domestic Heating,
Ventilating, Air – Conditioning and Refrigeration (DOMHVAC/R) field of
specialization.

LEARNING OUTCOMES:

Upon going through the lesson, you should be able to:

1. Describe and discuss significant knowledge relevant to the major course such as
the important role of refrigeration and air-conditioning in the industry and our
economy.
2. Apply workplace safety requirement.
3. Identify significant background knowledge relevant to the foundation and
development major technology course.
4. Enumerate types of refrigeration according to each color code and numbers.

LEARNING CONTENT

Introduction

In the past fifty years, the heating, ventilating and air conditioning (HVAC) field has
experienced massive technological change. It has gone from the era of the iceman to
the era of the educated and highly trained technician. See figures A and B.

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Figure 1B Modern HVAC /R technician uses

Figure 1A Early refrigeration was an sophisticated tools ang charging equipment
iceman era, delivering harvested natural in troubleshooting and repair of computer
into residential areas. (Modern controlled refrigeration and air –
Refrigeration and Airconditioning/Edward conditioning equipment (Ridge Tool
Hulyk Studio) Company)

The most rapid advances have occurred in the last ten years. Today's
technician needs more than a small box of tools and a cylinder of refrigerant. You
must now have a broad background in working with computerized, automated
electronic HVAC equipment.
Many of the recent changes in the HVAC field are due to rapid changes in
technology and a growing concern of the environment. Scientists have warned that
continued release of refrigerant to the atmosphere will destroy the earth's ozone
layer this layer, located approximately 35 miles above the ground protects the earth
from the damaging ultraviolet rays of the sun. Destruction of the ozone layer would
affect humans, animal, plants, and sea life.
To prevent continuing damage to the ozone layer, laws have been passed
governing the types of refrigerants manufactured and how they can be used. New
equipment has been developed that requires skill and training for proper operation.
A technician today must be familiar with the complex electronic. Devices used in
refrigeration system. It is common to see fully automated heating and cooling
systems in homes, these systems can be set for varying temperatures and humidity
levels for each individual room. Commercial buildings are using computerized
systems that are even more sophisticated.

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Importance of Refrigeration
and Air Conditioning

There are few phases of modern living untouched by refrigeration and air
conditioning. Business operation, manufacturing processes, storage and shipping
are almost always carried out today under controlled temperature conditions.
Skilled specialists are required to design, install, and maintain controlled
environments in enclosed areas that range from homes to space satellite. The use of
computerized equipment has increased the need for facilities that are totally energy
controlled.
The refrigeration and air conditioning industry helps make possible this
system of living. Air conditioning has improved business and industrial efficiency,
while adding to human comfort. More and more factories and heavy industries are
being air conditioned. The present scale of farming is made possible, to a great
extent, by the use of air-conditioned tractor cabs and refrigerated harvesting
equipment. Many fruits and vegetables are refrigerated immediately upon being
harvested. The quality of such products is much better for this reason.
Cooling and freezing of meat and meat products makes possible their
handling in a much more sanitary way than would be possible without mechanical
refrigeration. Beverages, desserts, and even staple foods are all at least partially
processed by refrigeration equipment.
Designing manufacturing, selling, installing, and maintaining this equipment
provides for many, many jobs that did not exist less than a generation ago.
Opportunities for employment in writing specifications for refrigeration and air
conditioning equipment and selling this equipment have naturally grown with the
industry.
Since refrigeration is used in so many enterprises, it follows that anyone who
has to work in these industries must be familiar with the basic air conditioning and
refrigeration processes. All the careers in this field are available to anyone
interested, regardless of race, creed, color or sex.
The air conditioning and refrigeration industry is usually divided into three areas:
 Domestic
 Commercial
 Industrial

The domestic field covers refrigerators, freezers, and window air conditioners.
The commercial field includes all small automatic systems. Such systems are used
for stores, supermarkets, domestic central air conditioning, water coolers, beverage
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coolers, marine refrigeration and air conditioning, automotive air conditioning, and
truck refrigeration and air conditioning system.
 The industrial field includes large processing and air conditioning systems,
packing plans, cold storage and ice rinks. These systems require the attention
of a refrigeration operating engineer.

Career Opportunities

Some of the opportunities for employment in refrigeration and air conditioning

include jobs at various levels:

 Senior skilled HVAC/R technician

 Technical Supervisors
 Skilled HVAC/R Installer
 Professional (HVAC/R Instructors, TESDA assessor, Sales Managers etc.)
 Business in HVAC/R industry owners

Review of work safety

requirements

There are three implications of safety working in HVAC/R industry, these are as
follows:
 Technician‟s life safety
 Safe handling of equipment, tools and test instruments
 Workplace safety and the food product or people there in
In a refrigeration service work, there are few hazards to a technician. These hazards
have to remember by a service technician:
 Always maintain the workplace clean by good housekeeping. The floor must
be free of oil and water.
 Check electrical insulation on wiring connection to avoid danger of electric
shock.
 Make sure that all electrical devices have been disconnected before starting on
a job.
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 Avoid standing on a wet floor when working electrical circuit and might come
in contact and receive an electrical shock.
 Remove wristwatch and rings to avoid severe burn cause by electric shock.
 Do not work on electricity while other hand is touching on a steel water pipe.
 High head pressure is dangerous and if the system fail to shut off it can reach
into bursting point.
 Avoid touching discharge line, motor compressor or condenser without
working hand gloves because these are temperature and can cause burns
 Always use relief valve and thermostat when heating a cylinder for better
purging methods.
 Wear goggles and face shield to protect eyes from liquid refrigerants burn out.
 Perform proper hoisting and truckling of equipment or heavy objects to avoid
dropping of heavy objects on your feet or toes.
 Use your arm and leg muscles properly when lifting heavy loads to protect
your back.
 Avoid fire hazard, do not use gasoline as cleaning agent.
 Wash affected area with water, apply ice and see a physician if accidentally
burn with acidic oil from compressor.
 Common injuries might occur from ordinary tools like screw drivers, wrenches
and files, be careful and always observed proper handling.
 Avoid rotating shafts, fans and belts as cloth may catch and results severe
injuries.

General Safety Precautions:

 Wear goggles when handling refrigerants and charged equipment
 Remove flammable materials, when using torch
 Do not open the system when it is still a high level of pressure
 Never used carbon tetra, it results may fatal to human body if used
continuously.
 Test system as per design testing pressure, never use excessive pressure to
avoid explosion
 Recover/Recycle all refrigerants

Refrigerant
The fluids that absorb and reject heat in the refrigeration system are called
refrigerants. In the refrigeration cycle, the refrigerant vaporizes and condenses as
the process of removing heat takes place. The refrigerant can be considered as
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“ideal” refrigerant if the fluids possess certain chemical, physical and

thermodynamic properties that make it both safe and economical to use.

Refrigerants and Ozone Layer

The term that refers to the thin layer of the earth‟s upper atmosphere contains
ozone, thus the Ozone layer comes to be our common terminology.
The ozone layer acts as the filter for the sun‟s ultraviolet rays. These rays have
a damaging effect on human life, plants and sea life. Experts found that refrigerant
such as CFC‟s can harm the ozone layer. Chlorofluorocarbons (CFC‟s) destroys thin
layer of the atmosphere, because of these concerns results to develop into a so
called Environmental Protection Agency (EPA) regulations. This agency regulates the
production of refrigerants type and uses.
There are four areas of refrigerants common classification nowadays:
 Chloroflourocarbons CFC‟s
 Hydrochloroflourocarbons HCFC‟s
 Hydroflourocarbons HFC‟s
 Refrigerants blends (azeotropic and zeotropic)

Refrigerants color code and number

Figure 2 Container guidelines shows the characteristics of the refrige rant if

it flemmables or not, each color code and numbers.

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Table 1 Refrigerant Pantone Matching System

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Table 2 Refrigerant Pantone Matching System, continuation

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Table 3 Refrigerant classification

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Table 4 Refrigerant classification continuation

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ASSESSMENT:
Direction: Identify the following questions; write your answer on the line after each
number:

1. ______________________________Using refrigerant color

?? code, identify the type of refrigerant shown in the
?? illustration.
Illustration a

??
2. _____________________________Using refrigerant color
?? code, identify the type of refrigerant shown in the
Illustration b illustration.

????
3. _____________________________Using refrigerant color
code, identify the type of refrigerant shown in the
Illustration c illustration.

????
4. _____________________________Using refrigerant color
code, identify the type of refrigerant shown in the
Illustration d illustration.

5. _____________________________Using refrigerant color

????
code, identify the type of refrigerant shown in the
illustration.
Illustration e

6. _____________________________Using refrigerant color

code, identify the type of refrigerant shown in the
????
illustration.
????
Illustration f

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7. __________________________________________ for item number 7,8,9,10 and 11

enumerate the general safety precautions for HVAC/R technology

8. ________________________________________

9. ________________________________________

10.________________________________________

11.________________________________________

12. _______________________________________the agency that regulates the

production of refrigerants and each uses
13. ________________________________________ for item number 13, 14 and fifteen
enumerate the three division of HVAC/R technology
14.________________________________________

15.________________________________________

EVALUATION OF LEARNING OUTCOME:

NOTE: (PUT THE ANSWER KEY ON YOUR ASSESSMENT IF IT’S A PERFORMANCE
BASE ASSESSMENT INDICATE YOUR RUBRICS)

STANDARD:
EXAMPLE: If your points are above 75, you may proceed to Lesson 2. However, if you got
below 74 points you need to study again the Lesson 1 and try to answer the assessment.

REFERENCES:
1. Modern refrigeration and Air-conditioning, Andrew D. Althouse; Carl H.
Turnquist; Alfred F. Bracciano
2. Principles of Refrigeration 4th edition Roy J. Dossat
3. Refrigeration and Air – Conditioning repair and troubleshooting guide Joy Job
Cabangon
4. Tropical Refrigeration and Air – Conditioning
L.T. Cotell and S. Olarewaju

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Lesson 2
History of Refrigeration

OVERVIEW:
This learning module covers technology background and development of
refrigeration. These bits of information will be very useful to encourage students to
establish interest in this field of specialization.

LEARNING OUTCOMES:
Upon going through the lesson, you should be able to:
 Identify significant knowledge background relevant to the foundation and
development major technology course (HVAC/R technology).

LEARNING CONTENT
Refrigeration history and development in the world

Modern refrigeration has many applications. The first and probably still the
most important is the preservation of food. Most foods kept at room temperature
spoil rapidly. This is due to rapid growth of bacteria. At common refrigeration
temperatures of about 40˚F (4˚C), bacteria grow quite slowly. Food at this
temperature will keep much longer. Refrigeration preserves food by keeping it cold.
Other important uses of refrigeration include air conditioning, beverage cooling, and
humidity control.
Many manufacturing processes also use refrigeration; the refrigeration
industry became important commercially during the 18th century. Early
refrigeration was obtained by use of ice. Ice from lakes and ponds was cut and
stored in the winter in insulated storerooms for summer use.
The use of natural ice required building insulated containers or iceboxes for
stores, restaurants, and homes. These units appeared on a large scale during the
19th century.
Ice was first made artificially about 1820 as an experiment. Not until 1834 did
artificial ice manufacturing become practical. Jacob Perkins, an American engineer
invented the machine which led to our modern compression systems. Michael

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Faraday discovered the principles for the absorption type of refrigeration as early as
1824. It was not actually built until 1855 by a German engineer.
Little artificial ice was produced until shortly after 1890. During 1890, a warm
winter resulted in a shortage of natural ice. This helped start the mechanical ice
making industry. Mechanical domestic refrigeration first appeared about 1910. J.M.
Larsen produced a manually operated household machine in 1913. By 1918
Kelvinator produced the first automatic refrigerator for the American market. They
sold 67 machines that year. Now millions of units are sold each year.
The first of the sealed or "hermetic" automatic refrigeration units was introduced by
General Electric in 1928. It was named the Monitor Top. Beginning with 1920,
domestic refrigeration became an important industry. The Electrolux, which was an
automatic domestic absorption unit, appeared in 1927.

Fast freezing to preserve food for extended periods was developed about 1923.
This marked the beginning of the modern frozen foods industry. Automatic
refrigeration units, for the comfort cooling part of air conditioning, appeared in
1927.

Mechanical refrigeration systems were first connected to heating plants to

provide summer cooling in the late 1920s. By 1940, practically all domestic units
were of the hermetic type. Commercial units had also been successfully made and
used. These units were capable of refrigerating large commercial food storage
systems. They could provide comfort cooling of large auditoriums. They could also
produce low temperatures used in many commercial operations. In 1935, Frederick
McKinley Jones produced an automatic refrigeration system for long-haul trucks.
From a small, slow start in the late 1930s, air conditioning of automobiles has also
grown rapidly. Starting in the 1960s, the home air conditioning market experienced
tremendous growth. Energy was expensive, and therefore, simple air conditioning
became common in many homes. Solar energy and other alternative energy sources
became additional sources for powering heating and cooling systems. Due to a
tremendous growth in technology, by 1990 all area of refrigeration and air
conditioning were using microprocessor control systems. The purpose of these
systems is to increase reliability and efficiency of the heating and cooling units. By
1990, the automobile air conditioner became as standard as the automatic
transmission.

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ASSESSMENT:
Direction: Identify the following questions; write your answer on the line after each
number:

1. ___________________________What is the common refrigeration temperatures

wherein the multiplication of bacteria is fairly controllable?
2. ___________________________How does the early refrigeration takes place, or
how they lower temperature to preserve their food?
3. ___________________________ When did the use of natural ice has been
popular?
4. ___________________________When did the manufacturing processes uses
refrigeration and become commercially important?
5. ___________________________Probably the first and most important application
for refrigeration is?
6. ___________________________When was the first artificial ice has been
experimented and made?
7. ___________________________Automatic refrigeration and being part of comfort
cooling air – conditioning was appeared on what year?
8. ___________________________When was the fast freezing food preservation has
been developed?
9. ___________________________An American engineer who invented the machine
that leads to our modern vapor compression system.
10. ___________________________The principles of absorption system have been
discovered by?
11. ___________________________The first “sealed” or hermetic automatic
refrigeration units were introduced by, whom? in 1928.
12. ___________________________The Electrolux introduce an automatic absorption
unit in what year?
13. ___________________________The air-conditioning for automotive has also been
grown rapidly by the year of?
14. ___________________________What is the purpose of microcontroller system in
both cooling and heating units?
15. ___________________________What year wherein the used of microcontroller
system for refrigeration and air – conditioning has been started?

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EVALUATION OF LEARNING OUTCOME:

NOTE: (PUT THE ANSWER KEY ON YOUR ASSESSMENT IF IT’S A PERFORMANCE

BASE ASSESSMENT INDICATE YOUR RUBRICS)

STANDARD:
EXAMPLE: If your points are above 75, you may proceed to Lesson 2. However, if you got
below 74 points you need to study again the Lesson 1 and try to answer the assessment.

REFERENCES:
1. Modern refrigeration and Air-conditioning, Andrew D. Althouse; Carl H.
Turnquist; Alfred F. Bracciano
2. Principles of Refrigeration 4th edition Roy J. Dossat
3. Refrigeration and Air – Conditioning repair and troubleshooting guide Joy Job
Cabangon
4. Tropical Refrigeration and Air – Conditioning
L.T. Cotell and S. Olarewaju

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Lesson 3
Unit conversion for DomRAC

Linear mensuration, pressure, Heat and temperature unit conversion

application
OVERVIEW:
This learning module covers basic mathematical unit conversion. This knowledge of
calculation is very much valuable for every hvac/r technician‟s career in this field of
specialization.
LEARNING OUTCOMES:
Upon going through the lesson, you should be able to:
 Apply and solve industrial units‟ conversion such as pressures, temperatures,
and linear measurement used in domestic refrigeration and air - conditioning.

LEARNING CONTENT

Basic mathematics for HVAC/R technology

Basic mathematics plays important role in a technician‟s day –to –day
operations. Being able to quickly and accurately to compute mathematic formulas is
an asset for the technician. Most calculation includes the use of basic units. Basic
units are expressed in digits. In the statement, 7x8=56, 7and 8 are digit; 56 is made
up of digits, 5 and 6. In the metric system, in the metric system, multiples of digits
are on the bases of 10. For example: the digit 1, if divided by 10, would be 0.1; each
subsequent division of 10 by 10, would result in 0.01, 0.001, and the like. The
prefix (name) for these follow: The digit 1, if multiplied by 10, would be 10: each
subsequent would result in 100, 1,000, 10, 000, 100,000 and the like. Each level of
multiplication or division has a name:

Figure 3a Level and name of multiplication o r division

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In many calculations, it is difficult to work with numbers using many zeros

either ahead of or behind the decimal point. A special number, called a “powers of
ten”, maybe used to express these types of numbers. “Powers of 10” means that the
number is multiplied by itself the desired number of times to obtain the required
number of zeros. The small number above and to the right of the number 10 is
called the exponent. It is works as follows:

Figure 4 Exponential equivalents

Rounding Numbers
In refrigeration calculations, it is not usually necessary to use fractions or
decimals of a unit. When the decimals less than 5, round to the number and ignore
the decimal. When the decimal is 5 or over, round to the next larger number. For
instance, 35.5 become 36. If a problem has been carried two or more decimal places
and less accuracy is required, it is acceptable to round such numbers to a single
decimal. For instance, 3.52 may be rounded to 4.

Temperature, Pressure and its measurement

Temperature measures the intensity of heat level of a substance. It indicates
the level of warmth, or how hot or cold the substances or the body is. It is important
not to use the word “temperature” or “heat”
carelessly. Temperature is measured with a
thermometer.

Figure 4a the thermometer-pyrometer Figure 4b Laser sighted thermometer with a temperature

instrument, “pyrometer” means high temperature range of 0 to 600 degrees Fahrenheit (TIF Instrument Inc.)

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Kelvin and Rankine, Absolute zero temperature scale

Absolute zero is that the temperature where the molecular motion stops. It is
the lowest temperature possible. There is no more heat in the substance at this
point. Two absolute temperature scales are used in cryogenics (very low temperature
work). These scales are the Rankine (Fahrenheit absolute) and Kelvin (Celsius
absolute). These temperature scales are not used by technician by their daily normal
service work. The absolute temperature scales are used by engineers. They used
them by designing and manufacturing various parts of heating and air-conditioning
systems.

The absolute temperature

scales are also used to identify the
personal performance of a product.
These ratings can be used the
technician to compare one‟s
manufacturer‟s product with those
of another manufacturer.

Figure 5 A comparison of Kelvin, Rankine, Celsius and Fahrenheit scales

Temperature Conversion
It is often necessary to convert a temperature to another. Formulas have been
developed for this purposed.
°C temperature in degrees Celsius
°F temperature in degrees Fahrenheit
°K temperature in degrees Kelvin
°R temperature in degrees Rankine

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Degrees Fahrenheit to Celsius

To convert from one of these scales to another, follow the procedures outlined
in the following examples.

Temperature in °F = ( 180 x temperature in °C ) + 32

100
OR
°F = ( 9 x °C ) + 32
5
For example:
Convert 75°C to Fahrenheit
Solution:
°F = ( 9 x 75 ) + 32
5
= (1.8 x 75) + 32
= 135 + 32
= 167°F

Degrees Celsius to Fahrenheit

Temperature in °C = 100 x (temperature in °F - 32)
180
OR
°C = 5 x (°F - 32)
9
Example:
Convert 121°F to Celsius
Solution:
°C = 5 x (212 - 32)
9
= 5 x (180)
9
= .56 x 180
= 100°C

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Degrees Fahrenheit to degrees Kelvin (Fahrenheit Absolute)

Temperature in °R (FA) = °F+460
Example:
Degrees Fahrenheit to Rankine ((FA).
Solution:
°R (FA) = 40+460
°R (FA) = 500°R (FA)

Degrees Rankine to Fahrenheit

Formula °F = °R – 460
Example:
180 °R to °F
Solution:
°F = 180 – 460
°F = -280°F

Degrees Celsius to Kelvin

Formula: K = °C + 273
Example:
Convert -10°C to K
Solution:
K = -10°C + 273
K = 263 K

Kelvin to Degrees Celsius

Formula Temperature in °C = K – 273
Example:
Convert 400 K to °C
Solution:
°C = 400 – 273
°C = 127°C
Degrees Rankine to Kelvin
Formula K = 5 °R
9
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Example:
180°R to K
Solution:
K = 5 x 180
9
K = 101 K

Kelvin to Degrees Rankine

Formula:
°R = 5 K
9
Example:
Convert 260K to °R
Solution:
°R = 9 x 263
5
°R = 473°R

Temperature Difference Calculations

Fahrenheit temperature difference if converted to Celsius temperature

difference is being computed as follows:

Example: Fahrenheit to Celsius

When the outside temperature is 10 F and the inside is 75 °F, the temperature
difference is 65°F, what the temperature difference in Celsius?
Solution:
°C = 5 x 65 = 36°C
9

Example: Fahrenheit to Celsius

When the outside temperature is 10°C and the inside is 26°C the temperature
difference is 16°C. What is the temperature difference in Fahrenheit?
Solution:
°F temperature difference = 9 x 16 = 28.8 °F or 29°F
5

Pressure

Pressure is the forced per unit area. It is expressed in pounds per square inch
(PSI). It is also expressed in Pascal or kilo Pascal in metric system. Kilogram per
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centimeter square is also used in metric system. The normal pressure in

atmospheric pressure above sea level is 14.7 psi or 101.3 kPa. In technical practice
it is been rounded to 15psi or 100 kPa.
Operation of a refrigerating system depends mainly on pressure differences in
the system.

Figure 7 Illustrates three different states of matter, shows how pressure exerts on each different state.

A solid weight of 1 pound with a bottom surface of area of 1 inch square

would exert a pressure of 1 pound (lb.) per square inch psi 1psi upon a flat surface.
Liquid in a container maintains an increasing pressure on its side and bottom as
the liquid depth increases. The pressure of a gas will depend on the quantity of a
gas and its temperature.

Pascal Law of pressure

A Pascal is a newton per square meter (N/m³). A Newton is a metric unit of

force; one newton is equal to 1 kilogram being accelerated at a rate of 1 meter per
second. Pascal Law states that the pressure applied upon a confined fluid is
transmitted equally in all directions. It is the basis of operation of most hydraulic
and pneumatic system.
Solid is any physical substances which keep its shape even when it is not
contained. Liquid is any physical substances which freely take on the shape of its
container. Gas is any physical substances which must be enclosed in a sealed
container to prevent its scape into the atmosphere.

Force
Force applied to its body at rest causes it to move. The unit of force is pound
force (lb.). In SI metric unit is in Newton (N).

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Work is the force multiplied by the distance through which its travels.

Energy is the capacity or the ability to do work. The electric motor supplies the
energy to drive the refrigeration compressor.

There are three types of energy:

 Potential energy is a stored energy, an example is water in a dam, electrical
energy in a battery and weight which can fall or drop.
 Kinetic energy is energy doing work. An example is water flowing on a dam.
 Heat energy a form of energy related to its atom. As the heat increased the on
the substances the atom rapidly. As the decreased the moves slowdown. As
the heat removed (absolute zero temperature the atom stops to move.

Heat flow

Heat always flow from a warmer to a cooler substances. The faster moving
atom gives up of some energy to a slower atom, as a result the slower becomes
a little faster than before. Heat causes some solid to become liquid or gas.

Heat transfer
Heat transfer or move from one body to another by one of the three methods,
Radiation, Conduction and Convection. Some system used a combination of these
three methods.
Radiation is the transfer of heat by heat rays. Sun lights rays turns into heat
as they strike opaque or translucent materials. Sunlight generates more heat when
striking dark color objects than when striking light color or polished objects.
Conduction is a flow of heat between parts of a substance by molecular
vibration. The flow can also be from one substance to another substance in direct
contact. A piece of iron rod heated from one will soon become warm from end to end.
Convection is the movement of heat from a place to another by way of fluid or
air. Example is heat from a furnace moving into the room of a house, the room will
soon become warm because it releases heat to the room.

Power
Power is the time rate of doing work. The unit of power is horse power (US
conventional units). One horsepower is the equivalent of 33,000 foot pounds (lb.-ft.)
of work per minute. If 2000 lb. weight is lifted 10 ft. in 2 minutes the power required
would be:

Formula:
Horsepower = weight in pound x distance in feet
Times in minutes x 33,000

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Solution:
Hp = 2000 x 10 = 20,000 = 0.3 Hp
2 x 33,000 66,000

In SI metric unit power is expressed in watts. A watt is a force of newton

moving through a distance of 1 meter in 1 second. The common unit of a
mechanical power is kilowatt (kW). A kilowatt is equal to 1,000 watts. The formula
for power is force times distance divided by time. It is expressed in watts. 1 watt is
equal to 1 joule per second, 1j/sec.

Example:
What is the power required to lift a mass of 100 kilograms at the rate of
10 meters per seconds?
Solution:
Power = force x distance = newton x meter
Time seconds

Force = 100kg x force due to gravity (9.8/S²)

Force = 100kgm x 9.8/S²)

Equivalent: 1kg/S² = 1 joule

Force = 980kgm/S² = 980 joules

Distance = 10 meters
Time = 1 second
Power = 980j x 10 meters
1 second
Equivalent: 1 jm/s = 1 watt
Power is 9.800 watts or 9.8 kW

Unit of Heat
The unit of heat is the British thermal units (Btu). The Btu is the amount of
heat to raise the temperature of one pound of water, one degree Fahrenheit.

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Figure 8 Experiment A raising the temperature of water from 63°F to 64°F requires one British thermal unit,
Experiment B raising the temperature of water from 17°C to 18°C, it takes 4.187 kJ of heat to raise the
temperature of 1 kg of water to 1 °C.

The temperature difference multiplied by the number of pounds of water gives

the number of Btu.
Example:
Calculate the amount of heat required to raise the amount of temperature of
62.4 lb. (1 cu. Ft.) of water from 40°F to 80°F

Solution:
Btu = wt. on lb. x temperature change in °F
Btu = 62.4 lb. x (80-40)
Btu = 62.4 x 40
Btu = 2,496 Btu
If a substance is cooled heat is removed.

Example:
Determine the amount heat removed to cool 50 lb. of water from 80°F to 35°F.

Solution:
Btu = wt. on lb. x temperature change in °F

Btu = 50 lb. x (80-35)

Btu = 50 x 45

Btu = 2,250 Btu

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The First Law of thermodynamics states that heat and mechanical energy mutually
convertible. Since work is convertible to heat, the conversion factor from Btu to ft. –
lb. is used.
1 Btu = 778 ft. – lbs.

Example:
Change 10 Btu to ft. – lbs.

Solution:
10 Btu = 10 x 778 = 7780 ft. – lbs.

Tons of Refrigeration Effect

The capacity of older refrigeration units is often indicated in Tons of

Refrigeration. A “tons of refrigeration” represent the heat energy absorbed when a
ton (2000 lb.) of ice melts one 24 hour day. Today the refrigeration units are often
rated in Btu /hr. instead of tons of refrigeration. The Btu equivalent of 1 ton of
refrigeration is easy to calculate. Multiply the weight of 1 ton of ice (2000) by latent
heat of fusion (melting) of ice (144Btu/lb.) then divided by 24 to obtain Btu/hr.

One Ton of Refrigeration effect = 2000 x 144/24

One Ton of Refrigeration effect = 288,000 Btu/24 hours
One Ton of Refrigeration effect = 12,000 Btu/hr.

Dimensions
Dimensions are measurements which are used in determining lengths, areas
and volumes.

Linear Measurements (Lengths)

Table 5 US Conventional Units
Linear measurements consider only one
dimension. Finding the length on a piece of
copper tubing is an example of linear
measurements.

Sometimes the (*) indicates inches, like for

example six inches is 6”. Occasionally the
symbol („) is used to indicate feet, like for
example six feet is 6‟.

Some linear metric units are useful to a

service technician, shown in Figure 6.

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Area Measurements
Table 6 Units of Conventional Linear
Measurements. Metric and US conventional
Area measurements involve two
units Equivalents dimensional spaces. The area of a space is
found by multiply the length by its width.

Formula:
Area = Length x Width

Example:
The width of and the table 2‟ and
length is 6‟. Determine the area of the table
top.
A=LxW
=6x2
= 12 ft²
The area of the table top is 12 sq. ft.

Figure 6 Comparison of US conventional and Metric SI units

Converting Metric Linear Units

Using Mathematical Operations to Convert Metric Linear Units

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Converting Larger to Smaller Units

To convert from larger to smaller metric linear units, multiply by 10 for each step
downward on the metric staircase.

A) How many cm in 1 m?
m to cm is 2 steps
1 m = 10 × 10 = 100 cm
There are 100 cm in 1 m.

B) How many mm in 1 m?
m to mm is 3 steps
1 m = 10 × 10 × 10 = 1000 mm
There are 1000 mm in 1 m.
Remember that 10 × 10 × 10 = 1000
10 × 10 = 100

C) How many mm in 4.2 m?

4.2 × 10 × 10 × 10 = 4200 mm OR 4.2 × 1000 = 4200
There are 4200 mm in 4.2 m.

D) For every kilometer you travel in a car or school bus, you are travelling
1000 metres. How many metres in 69.7 kilometers?\

km to m is 3 steps
10 × 10 × 10 = 1000 m there are 1000 m in 1 km.
69.7 × 10 × 10 × 10 = 69 700 m

OR

69.7 × 1000 = 69 700 m

There are 69 700 m in 69.7 km.

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E) How many mm in 1 km?

km to mm is 6 steps
10 × 10 × 10 × 10 × 10 × 10 = 1 000 000 mm
1 km = 1 000 000 mm.
One kilometer equals one million millimetres.

F) 1 km = ? cm
km to cm is 5 steps.
10 × 10 × 10 × 10 × 10 = 100 000
1 km = 100 000 cm.
One kilometer equals one hundred thousand centimeters.

Converting Smaller to Larger Units

To convert from smaller to larger metric units, divide by 10 for each step upward on
the metric staircase.

Examples

A) 4000 mm = ? m
mm to m is 3 steps upward
3 steps are 10 × 10 × 10 = 1000
4000 mm ÷ 1000 (3 steps) = 4 m → 4000 mm are equivalent to 4 m.

B) 3000 cm = ? m
cm to m is 2 steps upward
2 steps are 10 × 10 = 100
3000 † 100 = 30 → 3000 cm are equivalent to 30 m.

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C) 79.6 mm = ? m
mm to m is 3 steps upward
3 steps are 10 × 10 × 10 = 1000
79.6 † 1000 = 0.0796 → 79.6 mm are equivalent to 0.0796 m.

D) 8000 m = km
m to km is 3 steps upward → 10 × 10 × 10 = 1000
8000 m † 1000 (3 steps) = 8 km → 8000 m = 8 km
8000 m are equivalent to 8 km.

E) Convert 22 000 000 mm to km.

There are 6 steps upward from mm to km.
10 × 10 × 10 × 10 × 10 × 10 = 1 000 000
22 000 000 ÷ 1 000 000 = 22 km
22 km are equivalent to 22 000 000 mm

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ASSESSMENT:

Direction: Compute the following unit conversion

1. How many millimetres in 7 cm? ____________________________________

2. How many millimetres in 15 cm? ___________________________________

3. How many centimetres in 5 m? ___________________________________

4. How many centimetres in 24 m? ___________________________________

5. How many centimetres in 87 m? ___________________________________

6. How many millimetres in 6 m? ____________________________________

7. How many millimetres in 12 m? ___________________________________

8. How many centimetres in 102 m? _________________________________

9. How many centimetres in 456 m? _________________________________

10. How many millimetres in 3.5 cm? _________________________________

11. How many inches in 3 feet? _______________________________________

12. How many inches in 1 yard? ______________________________________

13. How many inches in 1 meter? _____________________________________

14. How many feet in 1 kilometer _____________________________________

15. How many feet in 1 mile ___________________________________________

EVALUATION OF LEARNING OUTCOME:

NOTE: (PUT THE ANSWER KEY ON YOUR ASSESSMENT IF IT’S A
PERFORMANCE BASE ASSESSMENT INDICATE YOUR RUBRICS)

STANDARD:
EXAMPLE: If your points are above 75, you may proceed to Lesson 2.
However, if you got below 74 points you need to study again the Lesson 1
and try to answer the assessment.

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REFERENCES:
1. Modern refrigeration and Air-conditioning, Andrew D. Althouse; Carl H.
Turnquist; Alfred F. Bracciano
2. Principles of Refrigeration 4th edition Roy J. Dossat
3. Refrigeration and Air – Conditioning repair and troubleshooting guide
Joy Job Cabangon
4. Tropical Refrigeration and Air – Conditioning
L.T. Cotell and S. Olarewaju
5. Refrigeration and Air conditioning, Wilbert Stoecker and
Jerold W. Jones
6. Heating, Ventilating and Air – Conditioning, Analysis and Design, Faye
C. McQuiston, Jerald D. Parker, Jeffrey D. Spitler

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Lesson 4
Uses and function of tools, equipment and testing
instrument

OVERVIEW:
This learning module covers functions of different types of tools,
equipment and testing instrument use by the technician in their day to day
life in the field of HVAC/R industry.

LEARNING OUTCOMES:
Upon going through the lesson, you should be able to:
 Identify different types of tools and equipment and demonstrate
proper uses or handling.
 Interrelate knowledge and develop skills in proper handling and care
of test instruments.
 List and discuss the various types of tubing used in Refrigeration
work.

LEARNING CONTENT
Refrigeration tools,
Equipment and
Materials processes

TUBING AND FITTINGS for Refrigeration

Tubing
Most tubing used refrigeration and air-conditioning is made of copper.
However, some aluminum, steel, stainless steel, and plastic tubing is also
used Instructions in this chapter will deal mainly with copper tubing. All
tubing used in air conditioning and refrigeration work is carefully processed
to be sure that it is clean and dry inside. The ends must be kept sealed until
it is used.

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Soft Copper Tubing

Soft copper tubing is used in domestic work and in

some commercial refrigeration and air conditioning
work- It is annealed (heated and then allowed to
cool).This makes it flexible and easy to bend and flare.
(A flare is an enlargement at the end of a piece of
flexible tubing by which the tubing is connecting to a
fitting or another piece of tubing.) Being easily bent,
this tubing must be supported by .lamps or brackets.
Soft copper tubing is most often used in connection
with flared fittings (Society of Automotive Engineers
(SAE) standards) and soft soldered fitting. Soft copper
tubing is sold in 25‟. 50‟ 100‟ rolls. Sized commonly

1Figure 7 soft drawn used are 3/16', 1/4" 5/16" 3/8, 7/16", 1/2', 9/16"',
copper in one roll 5/8', and 3/16" outside diameter (OD). Wall thickness
is usually specified in thousands of an inch.

Hard drawn copper tubing

Hard drawn copper tubing is usually used in

commercial refrigeration and conditioning work.
It is hard and stiff which is not recommended for
bending using fittings is more practical (but in
some applications where in appearance is
important, bending could be done after the tube
has been annealed). Since this tube is hard, it is
less flexible which requires less bracket and
support when installed. This tube is supplied in
20 ft. with diameter larger than soft drawn
copper tubing. It can be joined by brazing.
Flared fittings can be used to join small
diameter hard drawn copper tubes when
Figure 8 hard drawn copper pipe annealed.

Tube cutter
Tube cutter is a tool designed to cut small diameter tubes. By using
this cutting tool, the tube requires minimal preparation before flaring

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because it produces minimal burrs, cut the tube squarely and reduces the
risk of deforming the tube. Its parts are discussed below

Figure 9 Parts of a tube cutter

Adjusting - The adjusting screw is used to adjust the force applied

Screw between the roller guide and the tube to be cut.

Cutting Wheel - The cutting wheel is the part of the tube cutter which
cut the tube. It should always be sharp to lessen burrs
when cutting a tube.

Reaming Blade - Some tube cutter has reaming blades. This is used to
remove burrs from the cut tube.

Roller Guide - This roller holds the tube in place while allowing the
frame of the cutter to rotate.

Flaring Tool

Flaring tool is a tool is composed

of split die block, a locking clamp with
compressor screw, and a cone which
forms a 45 degree flare on the end of the
tube. This tool is mainly used to flare
small diameter (Tube with outside
diameter of 1/8 to 3/4 inch) soft drawn
tubes, but the split die block together
with swaging punch and ball peen
hammer can also be used in swaging
operation.

Figure 10 Flaring tools

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Split die block - This block is sometimes called flaring block. It holds the
tube in place while performing the flaring or swaging
operation.

Locking clamp - This clamp holds the screw in place while applying force
with to the cone to press the end of the tube in order to flare
Compressor it.
Screw

Cone - The cone gives the tube a 45 degree flare which fits
exactly to the threaded flare nut

Swaging

Swaging is not as common

as flaring but nevertheless it
should be performed because,
when pre-formed fittings are not
available commercially, a
technician needs to do this
process before brazing the tube.

Figure 11 Swagging tools

Tube Bending

Bending is done on soft drawn

copper tube. The process should be
done with care to avoid kink or
flatness in the part of the tube. The
procedure will be discuss the
prescribe way of bending a tube
using tube bender and tube
bending spring in RAC servicing
module.

Figure 12 Tube bender

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Oxyacetylene

One of the best methods of making leak proof connections while

providing maximum strength is to braze the joints. These joints are very
strong and will stand up under the most extreme temperature conditions.

Oxyacetylene brazing
equipment is used to achieve
maximum strength and a leak proof
joint. Oxyacetylene is the
introduction of pure oxygen to
acetylene. This combined mixture
produce very hot flame.

Correct use of oxyacetylene

depends upon the technician
constantly metering the flow of
oxygen and acetylene. The oxygen
tank and the acetylene tank have
pressure regulators and a set of
gauges. One gauge registers tank
pressure, the other displays pressure
of the torch.

Acetylene is high flammable

gas, especially when mixed with
oxygen. Therefore, safety glasses
should always be worn when brazing.
Never point the torch (lit and inlet)
towards an open flame or source of
Figure 13 Oxy – acetylene set sparks. Light the torch only with a
sparker- do not use matches. The
acetylene valve adjusts the needed
flame size. Slowly turning the oxygen
valve will give required flame. A
neutral flame has a blue cone with a
bit of reddish purple at the tip and is
most efficient in brazing.

Parts of oxyacetylene equipment

 Cylinder or tanks- Contains

pressurized gases required for any
gas welding process. They are strong
metal containers specially designed
to safety hold the particular gas they

Figure 14 Oxy – acetylene parts contain.

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 Fuel gas cylinder- this cylinder provides the fuel for the flame. The gas
maybe acetylene (Maroon cylinder) or liquefied petroleum gas (L.P.G.)

 The oxygen cylinder- to achieve a very high flame temperature, it is

necessary to mix pure oxygen with the fuel gas before it is burnt. The
color for the oxygen cylinder is black.

 Regulators- The function of the

regulator is to break down the high
pressure gas as it leaves the cylinder so
that it can be delivered through the hoses
to hand torch at a safe manageable
pressure

Figure 15 Oxygen and Acetylelne gas

regulators
 The welding torch- A welding blow
pipe consists of four parts each with their own individual functions

Control valves: This control

the volume of each gas
Welding tip
which is delivered from the
regulators to the welding tip

Hand piece: This is the

actual handle section of the Mixer
blowpipe.

Mixer: This mixes the two

gases ready for burning at
the welding tip

Welding tip: This is the

actual burner of the blow Hand piece
pipe. It takes the mixed fuel
gas and oxygen from the
mixer and passes it through
the correct sized hole for the Control valve
required flame size. There
are number of different tip
Figure 16 Parts of a
sizes available to given a welding toech of Oxy –
selection of flame sizes for acetylene outfit
welding brazing.

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Halide Torch Leak Detector

One of the most common equipment

used to detect leak in a refrigeration piping
system is the halide torch. It is a torch that
indicates leaks in the refrigeration piping
system by the color of its flame. It will detect a
leak rate of about 6 oz. per year. The halide
torch uses primary air pot to draw air into the
burner through a flexible tube. If there is a
refrigerant in this sample air, it passes over a
copper element and the flame color changes
from a typical blue of a gas to a green color.
Figure 17 Mapp gas used as
hallide torch leak detector

Gauge Manifolds

A gauge manifold includes both

a high-side gauge and a low-side
(vacuum) gauge. It allows the service
technician to check operating
pressures, add or recover refrigerant,
add oil, and perform other necessary
operations.

Figure 18 Gauge manifold (TlFl

nstrumentlsn.c .)

Moisture Evacuating Equipment

A refrigerating system must contain only the refrigeration either liquid
or vapor state along with dry oil. All other vapors, gases, and fluids must be
removed. These substances can be removed best by connecting the system
to a vacuum pump, Figure 19, and allowing the pump to run continuously
for some time while a deep vacuum is draw on the system. There are
numerous types of vacuum pumps, depending upon the application.
Residential units utilize a smaller system than those used for commercial

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units. It is sometimes necessary to warm

the Parts of 120°F (19°C) while under a
high vacuum in order to remove all
unwanted moisture. Heat the parts using
lamps, or warm water.

Figure 19 A moisture evacuating equipment or the

vacuum pump

ASSESSMENT:

Direction: Identify the following statement and supply your answer on the
line after the statement.

1. A Refrigeration tool used to cut perfect square cut of copper tubing

_____________________________

2. It is a heavy duty portable equipment used to removes dirt and other

contaminants inside the system ___________________________________

3. A mechanical tool that allows the technician to check pressures, add

or removes refrigerant ___________________________________

4. One of common equipment that detects leak in the refrigeration piping

by determining the color of its flame _______________________________

5. An equipment used to achieve maximum strength and leak proof joint

in silver brazing of copper tubing ___________________________________

6. A tool which was composed of split die block, a locking clamp and

compressor screw to expand copper tube end ________________________

7. Common tool used to bend copper tube _____________________________

8. A part of oxy-acetylene which contains pressurized gases required for

any gas welding process._________________________________

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9. A part of a oxy – acetylene welding that break down the high pressure
gas as it leaves the cylinder so that it can be delivered through the hoses
to hand torch at a safe manageable pressure ___________________________
10. A welding blow pipe consists of four parts each with their own
individual functions _________________________________

EVALUATION OF LEARNING OUTCOME:

NOTE: (PUT THE ANSWER KEY ON YOUR ASSESSMENT IF IT’S A
PERFORMANCE BASE ASSESSMENT INDICATE YOUR RUBRICS)

STANDARD:
EXAMPLE: If your points are above 75, you may proceed to Lesson 2.
However, if you got below 74 points you need to study again the Lesson 1
and try to answer the assessment.

REFERENCES:
1. Modern refrigeration and Air-conditioning, Andrew D. Althouse; Carl H.
Turnquist; Alfred F. Bracciano
2. Principles of Refrigeration 4th edition Roy J. Dossat
3. Refrigeration and Air – Conditioning repair and troubleshooting guide
Joy Job Cabangon
4. Tropical Refrigeration and Air – Conditioning
L.T. Cotell and S. Olarewaju
5. Refrigeration and Air conditioning, Wilbert Stoecker and
Jerold W. Jones
6. Heating, Ventilating and Air – Conditioning, Analysis and Design, Faye
C. McQuiston, Jerald D. Parker, Jeffrey D. Spitler

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Lesson 5
Principles of Refrigeration
The vapor compression system

OVERVIEW:
This learning module covers the theory of how does the refrigeration
produce low temperature or produce artificial ice. It also discusses all the
mechanical components involve in the system.

LEARNING OUTCOMES:
Upon going through the lesson, you should be able to:
 Identify four major components of mechanical refrigeration system.
 Enumerate and discuss the function of each component.
 Explain the refrigeration cycle using pressure enthalpy chart.

LEARNING CONTENT
The vapor compression system

How a Mechanical Refrigerator Operates

There are four basic parts in mechanical refrigeration system.

Compressor

The compressor pumps refrigerant

vapor. The low pressure gas enters
to the motor compressor‟s
mechanical chamber, wherein it is
being compresses and releases to the
discharge line into a very high
pressure gas refrigerant. This High
pressure gas rapidly moves to the
condenser.

Figure 20 Hermetic motor compressor cut away view

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Condenser

The condenser, releases heat from the

refrigerant, similar to a vehicle's radiator
releases heat from the cooling system.
The condenser in the refrigeration
cycle removes the condensation heat
from the refrigerant vapor. This heat is
picked up in the evaporator. Domestic
refrigerators commonly use finned static
Figure 21 Natural convection condenser type of condenser (natural convection).

The refrigerant control releases liquid

refrigerant when it is needed. There two
common type of refrigerant control; the
expansion valve and the capillary tube.

Thermostatic Expansion Valve Design

Thermostatic expansion valves are

usually used on multiple-evaporator
systems. However, the low-side float may
also be used on multiple systems. A
multiple system using thermostatic
expansion valves can provide different
temperatures in the various cabinets.
This valve is also commonly used on air
conditioning systems.

Figure 22 Thermostatic expansion

valve

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Capillary tube

The capillary tube is the

type of refrigerant control
consists of simply a length of
seamless tubing with a small
and accurate inside diameter.
It acts as a constant throttle
on the refrigerant. It usually is
equipped with a fine filter or
filter drier, which removes any
moisture or dirt from the
refrigerant at the tube in1et.
The amount of refrigerant in
the system must be carefully
calibrated. All the liquid
refrigerant moves into the low
side during the “off cycle” as
the pressures ba1ance. Too
much refrigerant *'il1 cause
the unit to frost back on the
low side. This control must be
Figure 23 Capillary tube installed in the liquid line
used with a thermostatic
motor control.

Finally, the evaporator is the area that

absorbs heat.

Evaporator

Liquid refrigerant entering the

evaporator from the refrigerant flow
control is suddenly under low pressure.
This makes it vaporize (boil) and absorb
heat. The vapors move on into the
suction line. The accumulator holds
any refrigerant which has not
vaporized. This prevents liquid
refrigerant from flowing into the suction

Figure 24 Domestic Refrigerator‟s line.

evaporator

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Removing heat from inside a

refrigerator is somewhat like
removing water from a leaking
canoe. A sponge may be used to
soak up the water in the canoe. The
sponge is held over the side,
squeezed, and the water is released
overboard. The operation maybe
repeated as often as necessary. This
transfers the water from the canoe
into the lake. In a refrigerator, heat
instead of water is transferred.
Inside the refrigerating mechanism,
heat is absorbed. It is "soaked up"
by evaporating the liquid refrigerant
in the evaporator (cooling unit). This
occurs as the refrigerant changes
Figure 25 The evaporation (heat absorption) and from a liquid to a vapor (gas),
condensation (heat rejection) illustration.
Figure 25.

The refrigerant, which has absorbed heat, has now pumped into a
vapor. It is pumped into the condensing unit located outside the refrigerated
space. The condenser works the opposite of the evaporator in the
evaporator; the refrigerant enters as a liquid, absorbs heat, and flows out
the other end as a vapor. By the time it reaches the end of the evaporator, it
is all a vapor. Now this vapor flows into the condenser under a high
pressure and high temperature. The vapor gives up its heat to the
surrounding air. As it reaches the end of the condenser, the refrigerant is
now cooled. It has become a liquid again. We say that, in the condenser, the
heat is "squeezed out." This cycle repeats until the desired temperature is
reached.
Heat enters a refrigerator in many ways. It leaks through the
insulated walls or enters when the door is opened. There are still more heat
is introduced when warm substances are placed in the refrigerator. Heat is
not destroyed to make the refrigerator cold. It is simply removed from the
refrigerated space and released outside.

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Compression Cycle or the Refrigeration Cycle

Figure 26 the pressure enthalpy chart, illustrates the complete process of the vapor compression system

The compressor changes the refrigerant vapor from low pressure to

high pressure during the compression cycle. This pumping transfers heat
from the inside of the cabinet to the outside. The compressor transfers heat
from one place to another; similar to the refrigerating system consists of a
high-pressure side and a low-pressure side, Figure 26. A refrigeration cycle
follows these steps: From the liquid receiver, liquid refrigerant (at high
pressure) flows through the refrigerant control. The refrigerant control is a
pressure reducer. The refrigerant moves into the evaporator. The evaporator
is under a low pressure. Here the liquid refrigerant vaporizes (boils) and
absorbs heat.

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 EARIST MODULE 2020

ASSESSMENT:

Direction: Identify the following statement and supply your answer on the
line after the statement.

1. A Refrigeration tool used to cut perfect square cut of copper tubing

_____________________________
2. It is heavy duty portable equipment used to removes dirt and other
contaminants inside the system ___________________________________
3. A mechanical tool that allows the technician to check pressures, add
or removes refrigerant ___________________________________
4. One of common equipment that detects leak in the refrigeration piping
by determining the color of its flame _______________________________
5. The equipment used to achieve maximum strength and leak proof joint
in silver brazing of copper tubing ___________________________________
6. A tool which was composed of split die block, a locking clamp and
compressor screw to expand copper tube end ________________________
7. Common tool used to bend copper tube _____________________________
8. A part of oxy-acetylene which contains pressurized gases required for
any gas welding process._________________________________
9. A part of a oxy – acetylene welding that break down the high pressure
gas as it leaves the cylinder so that it can be delivered through the
hoses to hand torch at a safe manageable pressure
___________________________
10. A welding blow pipe consists of four parts each with their own
individual functions _________________________________

EVALUATION OF LEARNING OUTCOME:

NOTE: (PUT THE ANSWER KEY ON YOUR ASSESSMENT IF IT’S A
PERFORMANCE BASE ASSESSMENT INDICATE YOUR RUBRICS)

STANDARD:
EXAMPLE: If your points are above 75, you may proceed to Lesson 2.
However, if you got below 74 points you need to study again the Lesson 1
and try to answer the assessment.

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REFERENCES:
1. Modern refrigeration and Air-conditioning, Andrew D. Althouse; Carl
H. Turnquist; Alfred F. Bracciano
2. Principles of Refrigeration 4th edition Roy J. Dossat
3. Refrigeration and Air – Conditioning repair and troubleshooting guide
Joy Job Cabangon
4. Tropical Refrigeration and Air – Conditioning
L.T. Cotell and S. Olarewaju
5. Refrigeration and Air conditioning, Wilbert Stoecker and
Jerold W. Jones
6. Heating, Ventilating and Air – Conditioning, Analysis and Design, Faye
C. McQuiston, Jerald D. Parker, Jeffrey D. Spitler

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