CHAPTER I

INTRODUCTION

Background of the Study

The refrigeration industry plays a vital in various sectors, including food

preservation, pharmaceuticals, and climate control. However, current training

methods for refrigeration technicians often fall short in providing sufficient

hands-on experience, leaving a workforce ill-prepared for the complexities of

modern refrigeration systems. This prevailing issue highlights a critical need

for innovative training tool that effectively integrates theoretical knowledge

with practical application.

A refrigeration trainer is a specialized teaching system or instrument

designed to educate and illustrate the fundamental principles of air

conditioning and refrigeration. Typically, these trainers comprise several key

components; sensors, a control system, evaporators, compressors,

condensers, and an expansion valve. Such trainers are widely used in

technical training programs to offer students practical experience in

refrigeration system operation, troubleshooting, and the application of

electrical, fluid, and thermodynamic concepts.

Vocational schools, technical colleges, and technicians frequently

utilize refrigeration trainers to refine their practical skills in the installation,

upkeep, and repair of cooling and refrigeration systems. Additionally, some

trainers incorporate interactive modules or simulations to further enhance

learning. Ultimately, the refrigeration trainer saves as an educational tool,

specifically designed to provide hands-on experience with the core principles

and practices of the refrigeration industry. It will serve as a tool that can help

students understand how refrigeration systems work, how to troubleshoot

them, and how to identify and analyze problems.

The justification for addressing thus issue stems from the growing

demand for skilled technicians proficient in operating and maintaining

advanced refrigeration technologies. Traditional educational approaches,

which heavily rely on theoretical lectures, have proven inadequate, resulting in

graduates who struggle with critical troubleshooting skills. This not only affects

individual career prospects but also poses challenges for employers seeking

qualified personnel.

Further, with rapid advancements in technology, including the shift

toward environmentally friendly refrigerants and energy-efficient systems,

there is a pressing demand for skilled technicians adept at operating and

maintaining these modem systems. Developing a dedicated refrigeration

trainer will not only enhance educational outcomes but also contribute to a

more competent workforce capable of meeting industry demands.

In alignment with this study’s objectives, CHED Memorandum Order

(CMO) No. 97, series of 2017, emphasizes the importance of integrating

practical skills into the mechanical engineering curriculum. The CMO

advocates for a competency-based education model, asserting that students

must acquire essential competencies that mirror industry requirements. By

developing a refrigeration trainer, this study provides a solution that enhances

hands-on experience and prepares students for real-world challenges. The

memorandum also highlights the necessity for graduates to possess skills that
meet industry demands, further reinforcing the relevance of this study in

addressing the existing skills gap within refrigeration technology.

Previous research has consistently recommended incorporating

experiential learning and simulation-based training tools into refrigeration

education. For instance, Aranguren et al. (2022) suggest that interactive

training modules significantly enhance students’ understanding and retention

of complex concepts. By developing the refrigeration trainer, this study aimed

to implement these recommendations, offering a comprehensive solution that

aligns educational practices with industry needs, thereby contributing to the

ongoing advancement of refrigeration technology education.

The expected outcomes of this study were primarily centered on

enhancing the practical skills of mechanical engineering students in

refrigeration technologies. The project specifically intended to develop a

comprehensive instructional tool that bridges the gap between theoretical

knowledge and practical application. This was achieved by redesigning the

trainer's functionality and upgrading its data monitoring system. Specific

anticipated results include improved acceptability of the trainer in terms of

functionality, applicability, data accuracy, and safety. Furthermore, the project

aimed to provide efficient training materials that cover fundamental

calculations related to refrigeration capacity and efficiency, ultimately

producing a workforce with greater expertise capable of satisfying the

demands of the modern industry.

Importance and Significance of the Study

The Refrigeration System Trainer is an innovative training tool

designed to integrate theoretical knowledge with practical application; its

primary goal is to equip students with the essential skills needed to manage

modern refrigeration systems.

1. Students. The Refrigeration Trainer provides students with hands-on

experience, effectively bridging the gap between classroom learning

and real-world application. This practical exposure deepens their

understanding of complex refrigeration systems and to develops critical

troubleshooting skills.

2. Instructors. The Refrigeration Trainer offers instructors a

comprehensive teaching resource that aligns with contemporary

industry practices. This tool empowers instructors to deliver more

engaging and effective lessons by utilizing modern technologies to

illustrate complex concepts. Further, it allows for the customization of

training modules, catering to diverse learning styles and thereby

enhancing the overall educational experience.

3. Mechanical Engineering Department. This study significantly

enhances the curriculum and strengthens the department’s position as

a leader in technical education. The department can provide students

with cutting-edge training that meets current industry standards. This

initiative is also expected to attract prospective students interested in

advanced engineering education, bolstering enrollment and fostering

an environment of innovation and excellence within the department.

 4. Future Researchers. The study lays the groundwork for future

research in refrigeration education and training methodologies. It

provides valuable insights and data that can inform subsequent

studies. Future researchers can build upon this work to explore

additional innovations in training tools, curriculum design, and

pedagogical approaches, ultimately contributing to the ongoing

advancement of technical education in the refrigeration field.

Objectives of the Study

The overall objective of this study was to develop a Refrigeration

System Trainer that integrates modern technologies to enhance the practical

skills of students in the field of mechanical engineering.

The specific objectives of this study were as follows:

1. Determine the components of Refrigeration System Trainer such

as:

1. 1 Compressor;

1. 2 Condenser;

1. 3 Expansion Valve;

1. 4 Evaporator; and

1. 5 Accumulator.

2. Test the Refrigeration System Trainer in terms of:

2. 1 Ton of Refrigeration;

2. 2 Coefficient of Performance; and

2. 3 Energy Consumption.
 3. Evaluate the performance of the Refrigeration System Trainer in

terms of:

3. 1 Functionality;

3. 2 Applicability; and

3. 3 Reliability.

4. Develop training modules of the Refrigeration System Trainer.

5. Determine the total cost of the Refrigeration System Trainer.

Scope and Limitations of the Study

This study focused on the development of a refrigeration system trainer

designed to enhance practical skills of mechanical engineering students,

particularly in refrigeration technologies. The primary aim was bridge the gap

between theoretical knowledge and hands-on application by redesigning the

trainer's functionality and integrating modern technologies. The scope

included creating training modules that align with current industry standards

and evaluating the trainer’s acceptability in terms of functionality, applicability,

data accuracy, and safety.

However, the study had several limitations. It was conducted within a

specific educational institution, which may affect the generalizability of the

findings. Time constraints limited the depth of testing and refinement, while

resource availability could impact the quality of materials used. Additionally,

varying student backgrounds might influence training effectiveness, and the

study’s primary focus on establishing refrigeration principles, potentially

overlooked emerging advancements in the field. While the study aimed to

provide a robust training solution, these inherent limitations were

acknowledged.

Time and Place of the Study

This study was conducted at the University of Eastern Philippines,

University Town, Catarman, Northern Samar. The research took place during

the second semester, from January 2025 to May 2025.

SITE LOCATION

Figure 1. Map Location

Definition of Terms

To provide a clearer understanding of the terminologies used in this

study, the following terms are conceptually and operationally defined:

Accumulator. Conceptually, it is a device (as in a hydraulic system) in

which a fluid is collected and especially in which it is kept under pressure as a

means of storing energy (Merriam-Webster). Operationally, it is a component

that stores excess refrigerant, ensuring that only vapor enters the

compressor. In the refrigeration system trainer, the accumulator helps

illustrate how refrigerant management is crucial for maintaining system

efficiency and preventing compressor damage.

Applicability. Conceptually, it describes the extent to which something

is appropriate or suitable for a particular situation (Merrian-Webster).

Operationally, it refers to the effectiveness of the refrigeration trainer in

simulating real-world refrigeration scenarios. This is evaluated through

student feedback and assessments, demonstrating how well the trainer meets

industry standards and educational objectives.

Coefficient of Performance (COP). Conceptually, it is a ratio of useful

heating or cooling provided to work (energy) required (Wikipedia). Higher

COPs equate to higher efficiency. Operationally, it is a key indicator of the

refrigeration trainer's efficiency, calculated as the ratio of cooling output to

energy input. This metric is used in experiments to teach students how to

evaluate system performance and make adjustments for optimal operation.

Compressor. Conceptually, is a mechanical device that increases the

pressure of a gas (refrigerant), circulating it through the system (Merriam-

Webster). Operationally, it is the component responsible for increasing the

refrigerant's pressure and temperature. In the trainer, the compressor

demonstrates its role in the refrigeration cycle, allowing students to observe

its operation and understand its impact on system efficiency.

Condenser. Conceptually, it is one that condenses: such as...an

apparatus in which gas or vapor is condensed (Merriam-Webster).

Operationally, it is a heat exchange device that converts vapor back to liquid

by dissipating heat. The refrigeration trainer uses the condenser to teach

students about heat transfer processes and the importance of this component

in maintaining system performance.

Elements. Conceptually, is a substance that cannot be broken down

into simpler substances by chemical means (Merriam-Webster).

Operationally, it is the fundamental components of the refrigeration system,

including the compressor, condenser, evaporator, and expansion valve. In the

trainer, these elements are integrated to provide a holistic understanding of

how each part interacts within the refrigeration cycle.

Evaporator. Conceptually, is a heat exchanger where the refrigerant

absorbs heat from the environment to be cooled, causing the refrigerant to

change from a low-pressure liquid to a low-pressure gas (Merriam-Webster).

Operationally, it is the component where the refrigerant absorbs heat,

providing cooling. The trainer uses the evaporator to illustrate the heat

absorption process, helping students grasp the concept of temperature control

in refrigeration applications.

Expansion Valve. Conceptually, it is a valve through which liquid or gas

under pressure is allowed to expand to a lower pressure and greater volume

(Merriam-Webster). Operationally, it is a device that regulates refrigerant flow

into the evaporator. The refrigeration trainer uses this component to

demonstrate how flow regulation affects cooling efficiency and system

response to varying load conditions.

 Fabrication. Conceptually, it refers to the act or process of fabricating

(Merriam-Webster). Operationally, it is the process of constructing the

refrigeration trainer, including assembling various components. This aspect

emphasizes the importance of engineering design and materials selection in

creating an effective educational tool.

Functionality. Conceptually, it refers to the quality of being functional

(Merriam-Webster). Operationally, it refers to the operational capabilities of

the refrigeration trainer. Assessments focus on how well the trainer simulates

real-world scenarios, allowing students to engage in hands-on learning and

troubleshooting exercises.

Material. Conceptually, it refers to the substance that cannot be broken

down into simpler substances by chemical means (Merriam-Webster).

Operationally, it is the substances used in constructing the trainer, impacting

its durability and performance. The thesis discusses material choices to

highlight their influence on the trainer's efficiency and longevity in educational

settings.

Pressure. Conceptually, it is the application of force to something

(Merriam-Webster). Operationally, it is the force exerted by the refrigerant in

both the high-pressure and low-pressure sides. The trainer allows students to

measure and analyze pressure, reinforcing their understanding of how

pressure dynamics affect system performance.

Refrigerant. Conceptually, a refrigerant is a fluid used in a refrigeration

cycle (Merriam-Webster). Operationally, it is the fluid circulating through the

system, crucial for heat exchange. The trainer utilizes different refrigerants to
teach students about their properties and environmental impacts,

emphasizing the shift to eco-friendly options.

Refrigeration Trainer. Conceptually, it is a piece of training equipment

that demonstrates the refrigeration cycle and its components. It is used in

vocational training programs to teach students about the principles of

refrigeration, air conditioning, and heating (Merriam-Webster). Operationally, it

is the educational tool designed to provide practical training in refrigeration.

The thesis outlines its development, emphasizing how it integrates theoretical

knowledge with hands-on experience, preparing students for real-world

applications.

Reliability. Conceptually, the extent to which an experiment, test, or

measuring procedure yields the same results on repeated trials (Merriam-

Webster). Operationally, it is the consistency of the trainer's performance

across multiple sessions. This is assessed through user feedback and testing,

ensuring that the trainer is dependable for teaching critical refrigeration

concepts.

Tons of Refrigeration. Conceptually, it is a unit of power used to

describe the heat-extraction rate of refrigeration and air conditioning

equipment (Merriam-Webster). Operationally, it is a unit of measurement for

cooling capacity used in the trainer to quantify performance. Students learn to

calculate and interpret this metric, linking theoretical concepts to practical

applications.

Total Cost. Conceptually, it refers to the minimum financial cost of

producing some quantity of output (Merriam-Webster). Operationally, it is the

overall financial investment in developing the refrigeration trainer. The thesis

includes a detailed breakdown of costs, highlighting budgeting considerations

for educational institutions seeking to implement similar training tools.

Training Module. Conceptually, it is a self-contained unit of instruction

that focuses on a specific topic or skill (Merriam-Webster). Operationally, it is

the structured materials designed to guide students through refrigeration

concepts. These modules are incorporated into the trainer to facilitate learning

and ensure that students can apply theoretical knowledge in practical

scenarios.

Troubleshooting. Conceptually, is a systematic approach to problem-

solving (Merriam-Webster). Operationally, it is the systematic approach to

diagnosing and resolving issues within the refrigeration system. The trainer

provides a platform for students to practice troubleshooting techniques,

enhancing their problem-solving skills in real-world applications.

 CHAPTER II
REVIEW OF RELATED LITERATURE

Related Literature
This study aimed to improve a refrigeration system trainer for

laboratory use. It addressed several objectives: identifying and improving

components, assembling and disassembling processes, assessing limitations,

designing a new model, and determining its total cost. The reviewed literature

provides insights into these objectives, ensuring a robust foundation for

effective rehabilitation. By identifying functional components, addressing

limitations, applying effective assembly techniques, and designing cost-

effective models, this study ultimately aimed to enhance the educational value

and operational efficiency of refrigeration trainers.

Refrigeration is the process of removing heat from a space or

substance to lower its temperature and maintain it below the surrounding

environment. This process is widely used in applications such as food

preservation, air conditioning, and industrial cooling. It relies on the

refrigeration cycle, which includes four stages: compression, condensation,

expansion, and evaporation. These stages allow the system to transfer heat

from a low-temperature area to a high-temperature area using a working fluid

known as a refrigerant (Cengel & Boles, 2015).

The refrigeration system trainer comprises key components critical to

its operation, including compressors, condensers, evaporators, expansion

valves, and control systems. Research identifies innovative approaches to

improving these components for enhanced reliability and efficiency.

 The refrigeration cycle involves four main processes: compression,

condensation, expansion, and evaporation. Figure 1 illustrates this cycle as

applied in educational refrigeration system trainers.

Compressor

High Pressure

Evaporator Condenser

Low Pressure

Expansion Valve

Figure 2. Schematic Diagram of a Refrigeration Cycle

Refrigeration system trainers typically include compressors,

evaporators, condensers, and expansion devices. Hundy et al. (2019)

describe the evolution of using lighter alloys and stainless steel to reduce

corrosion and weight in refrigeration systems. High-efficiency copper tubing

and microchannel heat exchangers are highlighted as vital advancements.

Riffat and Ma (2020) focus on thermoelectric materials used for cooling in

trainers. The shift to environmentally friendly refrigerants like R-32 or R-290 is

highlighted by Grondzik and Kwok (2019), ensuring that trainers comply with

green initiatives while minimizing global warming potential (GWP). Additionally

materials demonstrating compact and sustainable alternatives are highlighted

for educational systems.

Components of the Refrigeration System Trainer

Understanding the components of a refrigeration trainer is crucial for

assessing its current functionality and identifying areas for improvement.

Consequently, Liang et al. (2021) highlighted the importance of evaluating

microchannel regenerators in refrigeration systems, as they significantly

enhance heat exchange efficiency. Further, Liang et al. explore photonic

materials for laboratory systems, emphasizing their high thermal conductivity

for optimizing cooling. Riva et al. (2022), on the other hand, suggest modular

component designs to simplify maintenance and allow system customization.

Green (2019) emphasizes the importance of specialized tools such as

refrigeration tube cutters, flaring tools, vacuum pumps, and recovery

machines for assembling and servicing refrigeration trainers. Liptak et al.

(2019) describe laboratory trainer setups that require modular and scalable

configurations. To reduce complexity for students during hands-on exercises,

trainers should include quick disconnect couplings and simplified pipelines.

Materials Used to Fabricate the Refrigeration System Trainer

Selecting appropriate materials directly affects the trainer’s durability,

performance, and energy efficiency. In fact, Cuce et al. (2020) demonstrate

that lightweight alloys and advanced thermal insulators improve cooling

system performance. Blanco et al. (2020) emphasize the potential of 3D-

printed components for increased customization and cost-effectiveness.

In addition, Mekonnen et al. (2020) introduced polymer coatings to

improve heat exchange efficiency and system longevity. On the other hand,
Kim et al. (2021) and Alfonso et al. (2022) explore the use of sustainable and

synthetic materials, showing reduced environmental impact and improved

affordability for educational trainers.

Compressor
(Lightweight Alloy)

Evaporator Condenser
(Polymer Coating) (Advanced Insulation)

Expansion Valve
(3D-Printed)

Figure 3. Applications of Advanced Materials in a Refrigeration System

Trainer

Determining Functional and Non-Functional Components

Evaluating a trainer’s operational components is essential for planning

its rehabilitation. Esarte et al. (2020) and Blanco et al. (2021) highlight the use

of traditional diagnostic tools for this purpose. These methods include visual

inspections, sensor-based monitoring systems, and manual performance

evaluations, which collectively identify functional and failing components. By

systematically checking for immediate issues and employing condition-based

assessments, these approaches facilitate the evaluation of wear, damage and

inefficiencies in critical parts, thereby laying the foundation for comprehensive

operational analysis.

Studies have also identified specific components requiring

improvement to optimize overall functionality and address common issues.

For instance, stress tests conducted by Warg et al (2011) reveal certain

components are prone to failure under prolonged usage. To pinpoint such

malfunctions with minimal manual intervention, Riva et al (2022) successfully

employ AI-driven diagnostics.

Parts Requiring Improvement

Research emphasizes the need for modernization and replacement of

outdated parts. Liang et al. (2021) and Kim & Lee (2022) emphasize the

importance of replacing outdated fans and compressors to enhance

performance. Cuce et al. (2020) suggest upgrading heat exchangers, while

Blanco et al. (2020) recommend replacing worn-out insulation to minimize

energy loss. Wang et al. (2021) also advocated for modernizing electrical

systems through the incorporation of automated controls.

Disassembly and Assembly of Parts and Components for Fixing

Refrigeration System Trainer

The ability to safely disassemble and reassemble a refrigeration

system trainer is a prerequisite for its effective rehabilitation. Cuce et al.

(2020) describe specific methods for dismantling refrigeration systems to

prevent damage to sensitive components. Mekonnen et al. (2020) introduce

sequential disassembly techniques designed to streamline reassembly while

maintaining system alignment.

 Further, Blanco et al. (2020) propose the use of digital guides and

comprehensive labeling systems to ensure components are correct

reinstalled. Kritsis et al. (2019) highlight augmented reality (AR) overlays,

which can guide users with enhanced precision disassembly and reassembly

processes, thereby substantially reducing the potential for mistakes.

Figure 4. Flowchart: Safe Disassembly and Reassembly Process

Limitations of the Refrigeration System Trainer

Identifying the inherent limitations of existing refrigeration system

trainer is crucial for pinpointing areas that requires enhancement. Liang et al.

(2021) and Kim et al. (2021) identify uneven cooling and inadequate insulation

as significant shortcomings. Blanco et al. (2020) highlight the inefficiency of

older compressor designs, suggesting modular alternatives as a means to

improve reliability. Riva et al. (2022) implement monitoring systems that

address recurring issues, including fluid leakage and temperature regulation

failures.

Design of a New Refrigeration System Trainer Model

Designing a new refrigeration system trainer model necessitates the

integration of technologies and an emphasis on enhanced adaptability. Liang

et al. (2021) propose the incorporation of microchannel cooling cycles, which

significantly improve energy efficiency. Esarte et al. (2020) emphasize the

importance of modular and customizable designs to facilitate easier

maintenance. Cuce et al. (2020) integrate real-time monitoring sensors,

enabling dynamic performance adjustments.

Moreover, Blanco et al. (2020) recommend hybrid cooling methods to

accommodate diverse laboratory requirements. Singh et al. (2022) explore the

use of detachable components, further enhancing flexibility, while Zhou et al.

(2022) suggest the integration of IoT-enabled systems for real-time monitoring

and data-driven performance improvements.

Cost Estimation of the Trainer Model

A detailed cost estimation is fundamental for developing an efficient

and financially viable trainer model. Cuce et al. (2020) analyzed material,

labor, and operational costs, which identified opportunities for minimizing

expenses. Blanco et al. (2020) compare traditional and modern trainer

designs, demonstrating the cost benefits of advanced materials. Wang et al.

(2021) introduce lifecycle cost analysis to evaluate long-term implications,

including maintenance expenses. Mekonnen et al. (2020) and Riva et al.

(2022) propose strategies for cost reduction through material reuse and

predictive maintenance scheduling.

PLC Based Training Unit

The COVID-19 pandemic necessitated a shift to remote teaching and

learning, prompting the development of innovative solutions to maintain

effective knowledge transfer, particularly for practical subjects like

refrigeration systems. To address this challenge, a prototype of a basic

refrigeration system training unit was developed. This unit allows students to

access and operate the system remotely via computers, tablets, or

smartphones.

This setup enables practical online learning through interaction with the

refrigeration system, including its instrumentation and control functions. The

design process involved creating a comprehensive system, that integrates a

PLC (Programmable Logic Controller) for remote access, and ensures that

students could monitor system data and states through a user-friendly

interface, as depicted in Figure 5, which illustrates the integrated system

design.
 Figure 5. Integrated System Design (Arman, M., & Muhammad Rashid Ali.
2021)

The refrigeration system itself is nonlinear and consists of several key

components, including compressors, condensers, and evaporators. Each

requires careful monitoring of states such as temperature, pressure, and

electrical parameters. Figure 5 outlines the schematic design of the

refrigeration system, while Figure 6 provides a 3D visualization of the training

unit. The system's effectiveness was evaluated based on its COP (Coefficient

of Performance), and efficiency, which averaged 3.9 and 76%, respectively,

as shown in Figure 7.
Figure 6. Diagram of Refrigeration System Designed
(Arman, M., & Muhammad Rashid Ali. 2021)
Figure 7. 3D Visual of the Unit Trainer Arman
(M., & Muhammad Rashid Ali. 2021)
 Figure 8. COP and Efficiency (Arman, M., & Muhammad Rashid Ali. 2021)

Remote access was facilitated using a web server linked to the PLC,

allowing users to control and monitor the system from various locations. The

user interface, illustrated in Figure 8, enables simultaneous access for

multiple users, although it is limited to prevent conflicts. This research

underscores the importance of integrating real systems into online learning

environments, as demonstrated by the successful implementation of the

refrigeration training unit, which can effectively support distance education in

engineering disciplines.

Figure 9. PLC Logo UI System Access

(Arman, M., & Muhammad Rashid Ali. 2021)

Related Studies

In the study conducted by Sungahid (2024), the evaluation of the newly

developed refrigeration trainer is a critical aspect, providing insight into its

effectiveness based on user specifications. This research involved 15

knowledgeable respondents with relevant expertise in refrigeration and air

conditioning, who assessed the trainer across several key criteria:

functionality, applicability, and safety. The evaluation findings revealed that

the trainer achieved excellent ratings in terms of functionality, demonstrating a

high level of effectiveness in performing various tasks related to refrigeration

work.

Specifically, all three assessed aspects of its performance the smooth

operation of the induction motor, and the proper engagement of the

compressor—were rated as "Excellent" this signifies that the trainer meets

and exceeds the expected standards for educational tools used in technical

training.

Furthermore, the trainer’s was applicability evaluated, highlighting its

versatility and adaptability to different environments. While it received a "Very

Good" rating for performing tasks that simulate actual work, it scored

"Excellent" in accommodating user-specific needs and meeting established

safety standards. This demonstrates a strong alignment between the trainer's

design and user requirements, reinforcing its potential as an effective

educational resource.

Safety was another crucial aspect of the evaluation, with the trainer

demonstrating robust safety features. The users' safety was rated as

"Excellent," underscoring the careful design considerations taken to ensure

protection during operation. Additionally, the absence of hazardous materials

was rated as "Very Good," indicating that the materials used present minimal

risk to users. The incorporation of overload and short circuit protection further

enhanced the device's safety, which was also rated as "Excellent."

 The research methodology is further illustrated by Figure 9, which

presents the input-process-output framework of the study, detailing the

planning, design, assembly, and testing stages of the refrigeration trainer

development. Additionally, Figure 10 provides a block diagram that outlines

the operational procedures and testing phases, demonstrating how students

can grasp knowledge through the the refrigeration trainer.

Figure 10. Research Diagram (Amelito B. Sungahid. 2024)

Figure 11. Block Diagram (Amelito B. Sungahid. 2024)
 CHAPTER III
MATERIALS AND METHODS

Materials

This study utilized various components, tools, raw materials, and

measuring devices.

Components of Refrigeration System Trainer

The following illustrations represent the developed design of the

refrigeration system trainer, showcasing its enhanced components, refined

control system, and the integration of new materials. These improvements

lead to a more efficient and effective system, offering superior performance

and a comprehensive learning experience. The updated design incorporates

advancements in technology and materials, enabling the system meet modern

requirements and provide valuable insights into refrigeration processes.

Figure 12. Components of Refrigeration System Trainer

Compressor. The compressor is a crucial component of the refrigeration

trainer developed in this study. Its primary function is to compress refrigerant

gas, significantly raising its pressure and temperature before it enters the

condenser. This comprehensive is essential for enabling the refrigerant to

release absorbed heat efficiently, thereby maintaining the integrity and

operation of the refrigeration cycle and ultimately cooling the space within the

trainer.

The specifications for the compressor are as follows: It is a

reciprocating type with a power rating of 0.37 kW and a cooling capacity of

approximately 1465 kJ/h. Designed for R134a refrigerant. It operates at a

voltage of 115 V and a frequency of 60 Hz. The unit weighs approximately

13.6 kg and has dimensions of 30.5 cm × 30.5 cm × 38.1 cm, with a noise

level of 60 dB.

Figure 13. Compressor

Condenser. The condenser is responsible for converting refrigerant vapor

into liquid state. It achieves this by dissipating heat that was absorbed from

the refrigerated space, which is critical for the overall efficiency and

continuous operation of the refrigeration cycle. Key specifications include:

 Type: Air-cooled

Material: Copper

Cooling Capacity: 2 kW

Operating Pressure: 150-300 psi

Dimensions: 600mm x 400mm x 200mm

Weight: 15 kg; Efficiency Rating: EER of 3.5

Connection Type: Flanged connections.

Figure 14. Condenser

Thermostatic Expansion Valve (TXV). The thermostatic expansion valve

(TXV) is recyclable for precisely regulating the flow of refrigerant into the

evaporator, thereby heating the cooling demand. It operate by continuously

sensing the temperature and pressure of the refrigerant. Based on these

inputs the TXV adjusts the refrigerant flow rate to ensure optimal heat

absorption and maintain overall system efficiency This precise control is

clinical for preventing both underfeeding and overfeeding of the evaporator,

conditions that significantly impact system performance.

The specifications the TXV are as follows: a thermal expansion valve

type with a capacity range of approximately 2,930–8,790 kJ/h, compatible with

refrigerants R134a and R22, and an operating pressure of approximately

0.07–0.34 MPa (10–50 psi). It also features connection sizes of 9.5 mm (3/8")

and 6.4 mm (1/4"), and is constructed with a brass body and stainless-steel

spring.

Figure 15. Thermostatic Expansion Valve

Filter Drier. The filter drier plays a critical role in removing moisture and

contaminants from the refrigerant before it circulates through the expansion

valve and evaporator. By effectively filtering out particulates and absorbing

moisture, the filter drier helps maintain the overall efficiency and longevity of

the refrigeration system. This preventive action is crucial for avoiding common

issues such as internal corrosion and the formation of ice, which can lead to

system malfunction.

The specifications for the filter drier are as follows: a capacity of up to

approximately 8,790 kJ/h, compatibility with refrigerants R134a and R22, and

a maximum operating pressure of approximately 4.14 MPa (600 psi).

 Figure 16. Filter Drier

Sight Glass. The low-pressure sight glass provides a visual indication of

refrigerant flow and moisture content in low-pressure systems. By allowing

users to observe the refrigerant's state—whether it is liquid or vapor—the

sight glass aids in diagnosing system performance and identifying issues such

as low refrigerant levels or moisture presence.

Specifications for a sight glass include a durable construction with a

transparent window capable of withstanding pressures up to approximately

1.03 MPa (150 psi) and operating temperatures ranging from -40 °C to 93 °C.

It typically features 6.4 mm (1/4") or 9.5 mm (3/8") connections for easy

integration into low-pressure refrigerant lines.

 Figure 17. Sight Glass

Gate Valve 1. A gate valve controls the flow of refrigerant in low-pressure

systems. This valve allows users to manually adjust and shut off refrigerant

flow, which facilitates maintenance and system diagnostics. Constructed from

durable materials to withstand pressures up to 150 psi, the valve features a

smooth operating mechanism that ensures reliable performance. With

standard connection sizes of 1/4" or 3/8", it integrates easily into low-pressure

refrigerant lines.

Figure 18. Gate valve

Indicator Lamp. The indicator lamp provides visual signals regarding the

operational status of the refrigeration system. This lamp illuminates to indicate

various conditions, such as system operating mode, fault alerts, or

maintenance needs, thus enhancing user awareness and safety.

 Figure 19. Indicator Lamp

Measuring Instruments

High-Pressure Gauge. The high-pressure gauge accurately measures and

displays the pressure of refrigerant in high-pressure systems. This gauge

provides critical data for monitoring system performance, diagnosing issues,

and ensuring safe operation by indicating pressure levels that can reach up to

approximately 4.14 MPa (600 psi). Featuring durable construction with a

clear, easy-to-read dial, it typically includes connection sizes of 6.4 mm (1/4")

or 9.5 mm (3/8") for straightforward integration into high-pressure refrigerant

lines.

Figure 20. High-Pressure Gauge

Low-Pressure Gauge. The low-pressure gauge accurately measures and

displays the pressure of refrigerant in low-pressure systems. This gauge

provides critical information for monitoring system performance, diagnosing

issues, and ensuring safe operation by indicating pressure levels typically up

to approximately 1.03 MPa (150 psi). Featuring durable construction with a

clear, easy-to-read dial, it generally includes connection sizes of 6.4 mm (1/4")

or 9.5 mm (3/8") for straightforward integration into low-pressure refrigerant

lines.
 Figure 21. Low-Pressure Gauge

Dual Pressure Control. The dual pressure control regulates both low and

high pressure within refrigeration systems. This device enables precise

control over pressure levels, ensuring optimal operation and preventing

system malfunctions. Featuring two separate pressure sensing points, it

automatically adjusts the refrigerant flow based on the system's needs,

enhancing efficiency and safety.

Figure 22. Dual Pressure Control

STC Temperature Control. The STC temperature control provides precise

temperature regulation and monitoring within refrigeration systems. This

device not only controls the temperature but also functions as a calibrator,

allowing users to accurately set and adjust desired temperature levels. With a

temperature range typically from -40 °C to 121 °C and an accuracy of ±0.6 °C,

it features a user-friendly LCD display with backlight for easy visibility.

The control type includes On/Off or proportional options, while user-

adjustable calibration settings ensure precise temperature control. Powered

by standard voltage ratings (e.g., 120 V or 240 V), it is compatible with

standard thermistor or thermocouple sensors.

Figure 23. STC Temperature Control

Ammeter & Voltmeter. This device is a DIN rail-mounted digital meter

designed for comprehensive single-phase AC electrical parameter monitoring.

It accurately displays multiple key parameters including AC voltage, current,

active power, power factor, frequency, and electric energy consumption.

The meter supports a voltage measurement range of 40 to 300 volts

AC and is capable of measuring current within the range of 0 to 100 amperes

AC. Additionally, it operates reliably across a power frequency spectrum of

45.0 Hz to 65.0 Hz, making it suitable for a wide range of single-phase AC

applications.

Figure 24. AC Ammeter and Voltmeter

This flowmeter is purpose-built for R134a flow, with fittings and seals

compatible with the refrigerant. The gear mechanism ensures precise

volumetric readings even at low flow rates, making it excellent for metering

lines on small chillers, lab systems, or condenser-to-expansion setups.

Figure 25. Flowmeter

Table 1. Refrigeration System Trainer Parts and Components Specification

 PARTS /
SPECIFICATION PARTS
COMPONENTS
Compressor 1 Hp, 220V ~ 60 Hz, R134a
Condenser Fan 230V~60Hz, 0.55A, 80/26W, 1550min-1
Evaporator Fan 230/240V, 50Hz, 5/32W, 0.32A, 2400 rpm
Thermostatic
0.4~10.5kW/0.11~0.32A, 2400rpm
expansion valve (TXV)
Liquid Line Filter Drier IN: 1/4 “ Flare, OUT: 1/4 “ Flare
Sight Glass 1 1
6mm/ in. SAE
4
Sight Glass 2 1
12mm/ in. SAE
4
High Pressure Gauge Connection = 1/4 SAE, App. Temp = -5℃-+120℃,
Reading: -30 ~ 260 psi
Low Pressure Gauge Connection = 1/4 SAE, App. Temp = -40℃-
+120℃,
Reading: -30 ~ 550 psi
Pilot Light/ Indicator 220V, 20mA
Dual Pressure Control LP: - 0.2 ~7.5 bar Pe, HP: 8 ~ 32 Bar Pe, Conn.: ¼
in flare, Auto/Man: reset, Diff.: 0.7 ~ 4 bar, Diff.: 4
bar
Suction Accumulator Size conn odf: ½ length (inches): 8 Diameter
Inches: 4 Refrigerant Holding Cap (lbs. “o” F
saturation) R134a: 3.5
Toggle Switch 12mm, 12A, 250VAC
Digital Temperature Power Supply: AC90~250V
Controller 50/60HZ/DC12V/DC24V
Temperature control range: -50~99°C
Difference Set Value: 0.3~10°C
Accuracy: ±1°C(-50℃℃~70℃℃)
Resolution: 0.1°C
Sensor error delay: 1 minute
Measuring input: NTC(10K0.5%) Waterproof
sensor Im
Relay contact capacity: Cool Heat(10A/250VAC)
Size: 75mm(L)*34mm(W)*85mm(Depth)
Ambient temperature: -20-70°C, humidity 20%-
85%RH RE
Mounting size: 71(L)*29(W)mm
Power consumption: ≤3W
Circuit Breaker 230V
Voltmeter/Ammeter AC40.0~300.0V, 45~65Hz
Refrigerant (R134a) Chemical name: Tetraflouroethane
Chemical Symbol: C F 3C H 2F
Research Design
This study employed an experimental design to develop and assess a

novel refrigeration system trainer, emphasizing both its functionality and

integrated data monitoring system. The research aimed to establish a

foundational understanding of the machine’s performance and capabilities by

exploring the relationship between key input variables—such as the

rehabilitation of non-operational components and strategic material planning

—and output variables like overall machine performance and workflow

efficiency.

The experimental process included careful material planning,

implementation of the data monitoring system, rehabilitation of faulty

components, detailed data collection and analysis, comprehensive evaluation,

and continuous observation of the machine’s behavior under various

operational conditions. This approach sought to pioneer an innovative

framework for refrigeration trainer development, laying groundwork for future

advancements in the field.

The experimental design enabled a systematic assessment of the

refrigeration trainer’s performance across various conditions and scenarios,

offering critical insights into its capabilities and potential applications. By

utilizing this empirical approach, the study generated evidence-based

conclusions that deepen the understanding of the machine’s functionality and

identified opportunities for enhancement. Overall, the rigorous experimental

framework facilitates a comprehensive investigation of the newly developed

refrigeration trainer integrated with a data monitoring system, allowing for the
evaluation of its effectiveness and efficiency while providing valuable

guidance for future improvements and practical applications.

Research Methods and Procedures

The research process is considered to guide the researchers on

the flow of activities and steps in conducting their study:

PRELIMINARY ACTIVITIES
 Initial information

LAYOUT OF REFRIGERATION SYSTEM TRAINER

FABRICATION
 Housing/Casing
 Insulation
 Cabinet storage door

TESTING
 Tons of Refrigeration
 Coefficient of Efficiency
 Energy Consumption

TRAINING MODULE DEVELOPMENT

 User Manual

EVALUATION
 Functionality
 Applicability
 Reliability

( &2 1 2 0 <2 ) 7+ ( 3 5 2 - ( &7

 &RVW

Figure 26. Flow Chart of the Study

Figure 26 shows the structured process for developing a refrigeration

system trainer, outlining key phases such as preliminary activities, fabrication,

testing, training module development, evaluation, and project economy, with

specific tasks and focus areas listed under each phase.

Preliminary Activities

Preliminary activities for the development of a refrigeration system

trainer include selecting appropriate materials for components, estimating

costs through budget planning, creating a timeline with key milestones, and

coordinating team roles and responsibilities among all involved members.

Layout of Refrigeration Trainer

Figure 27. Layout of Refrigeration Trainer

Assembly/Fabrication

1. Constructing the Board and Frame: The process begins with building a

robust board and frame that will provide structural support for the

refrigeration system trainer.

2. Mounting the Cabinet to the Board/Frame: Once the frame is complete,

the cabinet is securely mounted to ensure stability and ease of access.

3. Installing the Evaporator in the Cabinet: The evaporator is then carefully

installed inside the cabinet, playing a critical role in the refrigeration cycle.

4. Installing the Condensing Unit: Next, the condensing unit is attached to the

board and frame, followed by the installation of fiberglass insulation both

inside and outside the cabinet to improve energy efficiency.

5. Piping Installation: The piping system is installed, integrating crucial

components such as the TXV, suction accumulator, sight glasses, filter

drier, and pressure gauges to facilitate refrigerant flow.

6.1. Reaming, Filing, or Cleaning Cut Tubes: Each tube is reamed, filed, or

cleaned to ensure smooth connections and optimal flow.

6.2. Flaring: The ends of the tubes are then flared to create secure joints

for effective connections.

6.3. Swaging: The tubes are swaged to shape them correctly for fitting into

the system.

6.4. Bending: Tubes are bent as necessary to conform to the layout of the

refrigeration system.

6.5. Soldering: Connections are soldered to ensure they are leak-proof and

secure.

6.6. Flushing of Refrigerant Piping Using Nitrogen: The refrigerant piping is

flushed with nitrogen to eliminate any contaminants that may affect

performance.
6. Wiring Installation: The wiring for the system is installed, ensuring all

electrical components are properly connected and functional.

6.1. Control Panel: A control panel is set up to manage the operational

functions of the refrigeration trainer.

6.2. Circuit Breaker: A circuit breaker is installed to protect the system from

electrical overloads.

6.3. Digital Ammeter: A digital ammeter is incorporated to monitor the

electrical current flowing through the system.

6.4. Digital Contactor: The digital contactor is added to control the power

supply to the compressor effectively.

6.5. Lamp Indicator: A lamp indicator is installed to provide visual alerts

regarding the operational status of the system.

6.6. Thermostatic Controller: The thermostatic controller is integrated to

maintain the desired temperature within the cabinet.

6.7. Dual Pressure Control: Finally, a dual pressure control system is

added to monitor and manage pressure levels throughout the

refrigeration cycle.

6.8. Charging the System: The refrigeration system is then charged with

refrigerant, preparing it for operation.

7. Testing: Comprehensive testing is conducted to ensure the system

operates correctly and meets performance standards.

8. Adjustment of Refrigerant Control: Necessary adjustments are made to the

refrigerant control settings based on initial testing results to optimize

system performance.

9. Final Testing: The final testing phase verifies the system’s overall

functionality and efficiency before it is deemed operational.

Testing Procedures

Before each training unit test, the following must be strictly observed:

1. Prepare all the equipment/instruments needed.

2. Ensure that the pre – operation procedure has been done correctly.

3. Record the ambient and cabinet temperature.

4. Record the suction and discharge pressure.

5. Switch ON the operation switch.

6. Set the thermostat to the desired setting (between 1 to 6). where the

testing will be done.

7. Record the time testing started (Cut – in time).

8. Record the voltage and current consumption, suction and discharge

pressure, ambient and cabinet temperatures.

9. When the thermostat cuts out, record the suction and discharge pressures,

the cabinet temperature, and the cut – out time.

10. Wait until the thermostat cuts – in. Record the time.

11. Repeat steps 8 to 10 up to the 10th thermostat cut – out.

12. Record the time the testing is finished.

 To determine the cooling capacity of the system:

Qc1 = Q1 + Q2 + Q3

Where:

Qc1 – refrigeration load or cooling load, kJ

Q1 – heat to cool from initial to freezing temperature, kJ

Q2 – heat to freeze, kJ
 Q3 – heat to cool from freezing temperature to final storage

temperature, kJ

Q1 = (m) (Cpw) (t1 – t2)

Q2 = (m) (Lf)

Q3 = (m) (Cice) (t2 – t3)

Where:

M – mass of the product, kg

Cpw – specific heat of water = 4.187 kJ/kg-degC

Pice – specific heat of ice = 2.093 kJ/kg-degC

Lf – product latent heat, 335 kJ/kg

pw – Density of the water = 1 kg/L

t1 – initial temperature, degC

t2 – freezing temperature, degC

t3 – storage temperature, degC

 Coefficient of Performance (COP):

h1−h 4
COP=
h2−h 3

Where:

COP – coefficient of performance

h1 – enthalpy entering the compressor, kJ/kg

h2 – enthalpy leaving the compressor, kJ/kg

h3 – enthalpy entering the expansion valve, kJ/kg

h4 – enthalpy leaving the expansion valve, kJ/kg

 Compressor Power (Work Input)

 The compressor power is the rate at which energy is supplied to the

refrigerant by the compressor. It can be calculated using the first law of

thermodynamics applied to the compressor.

W =ṁ(h 2−h 1)

Where:

 W is the compressor work input (power) in watts (W) or kilowatts (kW).

 ṁ is the mass flow rate of the refrigerant (kg/s).

 h1 and h2 are the specific enthalpies of the refrigerant at the inlet and

outlet of the compressor (in KJ/kg or J/kg).

 Heat Rejected (Q)

The heat rejected by the refrigeration system occurs in the condenser,

where the refrigerant rejects heat to the surroundings. To calculate the heat

rejected, the following formula is used, which is based on the change in

enthalpy in the condenser:

Q rejected=ṁ•( h2−h 3)

Where:

 Q rejected is the amount of heat rejected by the system (in watts, W or

kilowatts, kW).

 ṁ is the mass flow rate of the refrigerant (kg/s).

 h2 is the enthalpy at the outlet of the compressor (before the expansion

valve).

 h3 is the enthalpy at the outlet of the condenser (after heat rejection).

Training Module Development

The development of the training module involved a comprehensive

approach to creating an effective educational tool for teaching refrigeration

concepts. Initially, the objectives were clearly defined: computing refrigerant

flow rates, calculating refrigerating capacity and compressor power, and

determining the Coefficient of Performance. The theoretical framework

highlighted the essential components of a refrigeration system, including

sensors, evaporators, compressors, and valves, thereby ensuring that

students gain hands-on experience with these elements. The module was

designed to facilitate practical training in vocational schools and technical

colleges, allowing learners to apply theoretical knowledge in real-world

scenarios. Procedures for conducting experiments were meticulously outlined,

ensuring consistency and thoroughness in data collection. By integrating

interactive elements and simulations, the module enhances student

engagement and understanding, solidifying its role as a vital educational

resource in refrigeration technology.

Data Analysis Procedure

To effectively evaluate the refrigeration system trainer, a structured

data gathering procedure was implemented. The respondents consisted of all

36 third-year mechanical engineering students enrolled in the Refrigeration

System subject. A structured questionnaire was developed utilizing a Likert

scale as a statistical tool to evaluate the effectiveness of the refrigeration

system trainer. Participants rated statements on a scale from 1 to 5, with 1

representing "Strongly Disagree," 2 as "Disagree," 3 as "Neutral," 4 as

"Agree," and 5 as "Strongly Agree" to measure perceptions across three key

areas: functionality, applicability, and reliability, with three statements

dedicated to each parameter. The survey was administered following the

completion of the module using the refrigeration system trainer, thereby

enabling participants to provide informed feedback.

The average results were interpreted as follows: scores from 1.0 to

1.80 indicated "Strongly Disagree," 1.81 to 2.60 as "Disagree," 2.61 to 3.40 as

"Neutral," 3.41 to 4.20 as "Agree," and 4.21 to 5.00 as "Strongly Agree." This

structured approach allowed us to gain nuanced insights into user

perceptions, highlighting areas of strength and opportunities for improvement

in the trainer's design and functionality. The interpretations informed our

evaluation of how well the trainer meets educational objectives, guiding future

enhancements based on participant feedback.

Data analysis involved calculating weighted averages for each

statement and summarizing findings in tables, which highlighted key statistics

and qualitative feedback. This procedure not only yielded insights into the

trainer's strengths and areas for improvement but also facilitated ongoing

refinements based on user feedback, ensuring that the training tool remained

relevant and effective in enhancing education in refrigeration technology.

1. Plug in the refrigeration trainer to the power source

2. Turn on the toggle switch for power and the system

3. Record the data of the digital voltmeter and ammeter, which that reads the

active power, electrical energy, frequency, power factor, voltage, and current.
4. Regulate the dual pressure control by resetting it to its starting point.

5. Set the STC Controller to desired temperature value target, return time

difference, compressor delay time, and temperature calibration value of the

system.

6. Record the temperature of the storage before and after the trip off, after

hitting the set temperature.

7. Record the time difference of the return after the trip off.

8. Record the High and Low temperature on the pressure gauge.

9. Record the time and the ambient temperature of the room.

10. Repeat the same process from the beginning until the 10 data points are

recorded.

11. Repeat the whole process after resetting the entire system, setting the

value for temperature and pressure.

Economic Analysis Procedures

To assess the economic viability of the proposed refrigeration trainer

with a monitoring system, a cost analysis was conducted. The total project

cost was computed at Php 66,005.00, which includes Php 53,505.00 for

materials and sensors, Php 10,000.00 for manufacturing and assembly, and

Php 2,500.00 for transportation expenses.

Cost of the Proposed Project:

1. Assumptions for Computation

a. Cost Estimation
Table 2. Cost Component and Variable Costs
Cost Component Amount Details
& Variable Costs (Philippine Peso)
Material & Sensor Php.53,505.00 Materials used in
Costs fabrication, Sensors, and
controllers,
Manufacturing & Php.10,000.00 Labor, fabrication, and
Assembly calibration.
Transportation Cost Php.2,500.00 The use of vehicle to load
or transport the
refrigeration trainer.
Total Cost: Php.66,005.00
 CHAPTER IV
RESULTS AND DISCUSSION

This chapter provides a comprehensive evaluation of the refrigeration

system trainer, highlighting its functionality, applicability, and reliability as an

educational tool. It presents strong ratings in functionality, with students

affirming its real-world simulation capabilities and user-friendly design. It

emphasizes the trainer's alignment with industry standards and adaptability to

different learning environments, ensuring relevance to users' needs.

Additionally, the trainer is noted for its data accuracy and consistency across

sessions, reinforcing its reliability. In summary, this chapter underscores the

trainer's success in enhancing practical education in refrigeration technology,

while also identifying areas for potential improvement based on user

feedback.

Presentation of Data

The researcher’s data and findings are presented in the following

tables and charts. Data are based on the result during the three-week testing

on the refrigeration system trainer considering the parameters that are

essential in the power generation process.

Figure 28. Run time vs Ambient Temperature and Voltage (thermostat setting
no.1)
Figure 28 illustrates the relationship between run time, ambient

temperature, and voltage under Thermostat Setting No. 1 across ten test

samples. The run time, shown in blue, generally ranges between 115 to 134

minutes. Notably, the shortest run time occurred in Test 2, where the voltage

was relatively high at 242.3 V, suggesting that increased voltage improves

compressor efficiency and reduces cycle duration. Conversely, lower

voltages, such as the 232.7 V recorded in Test 10, resulted in slightly longer

run times. The ambient temperature, shown in green, fluctuated slightly from

28.6°C to 30.6°C. While higher ambient temperatures could potentially

increase the load on the system, their effect on run time appeared less

significant compared to voltage. Overall, the graph indicates that voltage has

a more direct and stronger influence on the compressor's run time, while

ambient temperature has a relatively minor effect under no-load conditions.

The system demonstrated stable performance throughout the tests.

 Figure 29. Run time vs Ambient Temperature and Voltage (Thermostat
Setting No.5)

Figure 29 illustrates the relationship between run time, ambient

temperature, and voltage for Thermostat Setting No. 5 across ten test cycles.

The run time, represented by the blue line, ranges from 104 to 123 minutes.

The shortest run time occurred during Test 1, where the voltage was highest

at 222.0 V and the ambient temperature was the lowest at 27.5°C. This

suggests that higher voltage contributes to more efficient compressor

operation, resulting in a shorter run time. As the voltage decreases in the

subsequent tests—dropping as low as 213.7 V—the run times generally

increase, with the longest durations recorded between Tests 6 to 10.

Meanwhile, the ambient temperature, shown in green, fluctuates between

27.5°C and 30.2°C. While higher ambient temperatures slightly coincide with

longer run times, their effect appears less significant than that of voltage. The

red dashed line representing voltage shows an inverse relationship with run
time: as voltage decreases, run time tends to increase. In summary, the graph

highlights that system efficiency under Thermostat Setting No. 5 is more

sensitive to changes in voltage than to variations in ambient temperature.

Figure 30. With-Load Thermostat Data (Setting No.9)

Figure 30 illustrates the performance data of a refrigeration system

operating under Thermostat Setting No. 9, showing the behavior of ambient

temperature, voltage, high pressure (HP), and low pressure (LP) across 30

recorded readings. The ambient temperature remains relatively stable, mostly

ranging from 29.5°C to 31.6°C, indicating that the environmental conditions

during testing were consistent. The voltage supplied to the system also shows

minimal fluctuations, staying within a narrow range of approximately 218V to

230V, which suggests a steady power input. The high pressure (HP) values,

which represent the discharge pressure of the compressor, show slight

variability between 72 psi and 79.5 psi, reflecting normal operational changes

as the system responds to load conditions. Meanwhile, the low pressure (LP),
or suction pressure, remains quite steady between 9.5 and 11 psi,

demonstrating that the evaporator side of the system maintained stable

performance. Overall, the graph indicates that the system functions efficiently

and consistently under this thermostat setting, with only minor fluctuations in

pressure and voltage that are within acceptable operating limits.

Figure 31. Enthalpies and COP vs Reading Number

(Thermostat Setting No.1)
Figure 31 shows the variation of enthalpy values hg, h1, h2, and the

Coefficient of Performance (COP) across 10 readings for Thermostat Setting

No. 1. The enthalpy at state 1 (h,) and enthalpy at state 2 (hz) remain

relatively high and consistent, hovering around 390-395 kJ/kg and 408-412

kJ/kg respectively, indicating stable energy input and output in the system.

Meanwhile, enthalpy at state 3 (hs) gradually decreases from 250.46 to

around 236 kJ/kg, reflecting reduced energy content in the refrigerant before

compression as system pressure drops. Most notably, the COP, which

measures the system's efficiency, increases significantly from about 5.44 in

the first readings to as high as 10.97 by the tenth reading. This increase

suggests improved performance efficiency as the pressure differential

becomes more optimized, likely due to lower discharge and higher suction

conditions. Overall, the system becomes more energy-efficient across the

readings as shown by the rising COP and the stabilizing enthalpy levels.

Figure 32. Enthalpies and COP vs Test Number (Thermostat Setting No. 5)

Figure 32 presents the relationship between the enthalpies (h3 , h1 , and

h2 ) and the Coefficient of Performance (COP) for Thermostat Setting No. 5

across 10 test runs. The enthalpy h1 , which represents the refrigerant after

compression, and h2, which represents the refrigerant after condensation,

remain relatively stable throughout the tests. It is observed that h2 is slightly

higher than h1, indicating the heat rejection process in the condenser. The

enthalpy h3 , corresponding to the refrigerant after expansion, shows a slight

increase in the earlier tests and then stabilizes, reflecting minor changes in

the evaporator side due to variations in the high-pressure readings. The COP
starts relatively high, at around 9.27, and gradually decreases to about 7.98 in

the middle tests, then stabilizes. This indicates that the system operates more

efficiently at lower pressure differences and experiences a decline in

efficiency as the high-pressure readings increase. Overall, the graph shows

that the system maintains relatively consistent enthalpy values while the COP

decreases slightly, suggesting that pressure changes directly influence the

refrigeration system’s performance under Thermostat Setting No. 5.

Figure 33. Enthalpies and COP vs Test Number (Thermostat Setting No. 9)

Figure 33 illustrates the relationship between the enthalpies (h3 , h1 ,

and h2) and the Coefficient of Performance (COP) for Thermostat Setting No.

9 across 30 test runs. The enthalpy h1 , which represents the refrigerant after

compression, and h2, representing the refrigerant after condensation, remain

relatively constant throughout the tests. Notably, h2 is consistently higher than

h1 , indicating the energy released during the condensation process. The

enthalpy h3 , corresponding to the refrigerant after expansion, shows minor

fluctuations, reflecting slight changes in system conditions, particularly on the

evaporator side due to variations in high and low-pressure readings. The

COP, which measures the system’s efficiency, generally remains high,

ranging from approximately 7.7 to 9.8. Higher COP values are observed

when the pressure difference between high and low sides is smaller,

indicating better system efficiency. Meanwhile, lower COP values are noted

during certain tests where the high-pressure readings slightly increase,

affecting the overall performance. Overall, the system maintains stable

enthalpy values and consistently high COP, demonstrating efficient operation

under Thermostat Setting No. 9.

Ton of Refrigeration

In terms of the Ton of Refrigeration, which is directly related to the

difference in enthalpies (h1 −h3 ) and the mass flow rate, the system under both

settings demonstrates stable enthalpy differences. This stability reflects

consistent cooling capacity. However, Setting No. 9, having slightly higher h3

and lower pressure variations, likely achieves better cooling efficiency with

less mechanical strain, indicating a favorable ton of refrigeration output

compared to Setting No. 5.

Coefficient of Performance

In terms of the Coefficient of Performance (COP), both thermostat

settings exhibit high COP values, indicating that the system operates

efficiently. For Thermostat Setting No. 5, the COP ranges from 7.98 to 9.27,

with an average of 8.335. In Thermostat Setting No. 9, the COP is slightly

higher, ranging from 7.74 to 9.87, with an average of 9.56. This suggests that

the system under Thermostat Setting No. 9 is more efficient compared to

Setting No. 5, likely due to lower pressure differences and more stable

operating conditions. A higher COP means the system requires less energy to

provide the same cooling output, directly indicating better energy efficiency.

Energy Consumption

Regarding Energy Consumption, since the COP is inversely related to

energy input for a given cooling load, the higher COP observed in Setting No.

9 signifies lower energy consumption compared to Setting No. 5. When COP

decreases, as seen slightly in Setting No. 5 when pressure increases, the

compressor works harder, consuming more energy to maintain the cooling

effect. Therefore, operating the system under conditions similar to Setting No.

9 results in more energy-efficient operation with reduced operational costs.

In summary, the refrigeration system trainer performs efficiently under

both thermostat settings but achieves better performance, higher COP, and

lower energy consumption under Thermostat Setting No. 9. These results

confirm that the system is reliable and effective for refrigeration training

purposes, meeting the objective to evaluate its capacity in terms of ton of

refrigeration, COP, and energy usage.

Performance Evaluation of the Refrigeration System Trainer

In the development of the refrigeration trainer, the researchers have

meticulously integrated several advanced components that leverage modern

technologies. Among these is the thermostatic expansion valve, which plays a

critical role in regulating the flow of refrigerant into the evaporator. This

component is essential for maintaining optimal superheat levels, thereby

preventing the entry of liquid refrigerant into the compressor, which could lead

to damage.

Additionally, a gate valve has been incorporated to control the

refrigerant flow. This valve operates by either fully opening or closing the flow

path, thereby offering minimal resistance when in the fully open position. Such

functionality is particularly advantageous in applications that require a

complete shut-off.

The refrigeration trainer also features a digital temperature control

system, which facilitates precise regulation of temperature within the system.

Furthermore, a dual pressure control mechanism has been implemented,

which is vital in refrigeration applications that necessitate varying

temperatures for distinct zones or products. This component allows for the

accurate regulation of two separate temperature settings, thereby enhancing

flexibility and efficiency in addressing diverse cooling requirements.

The evaluation results across multiple tables presented below, indicate

that the refrigeration system trainer is highly effective in simulating real-world

scenarios and is user-friendly. With an overall functionality rating of 4.61, an

applicability rating of 4.63, and a reliability rating of 4.85—each equivalent to a

rating of 5 and interpreted as excellent—these strong scores underscore the

trainer's success in providing a quality educational experience. While the

 responsiveness to user inputs is generally positive, it highlights an area for

potential enhancement.

Table 3. Performance of the Refrigeration Trainer in terms of Functionality

Descriptio
Functionality Rating Interpretation
n
1. The refrigeration system trainer
Strongly
effectively simulates real-world 5 Excellent
Agree
refrigeration scenarios.
2. All components and features of the
Strongly
refrigeration system trainer are 5 Excellent
Agree
operational and user-friendly.
3. The refrigeration system trainer
responds well to user inputs during 4 Agree Very Good
training sessions.

Table 3 assesses the performance of the refrigeration trainer in terms

of functionality. The performance evaluation of the refrigeration trainer, as

assessed by the third-year students, reveals a strong positive perception of its

functionality. The first aspect evaluated is the effective simulation of real-world

scenarios, which received a weighted average of 4.86, equivalent to a rating

of 5, indicating a "Strongly Agree" rating of "Excellent." This high score

suggests that students feel the refrigeration system trainer closely mimics

actual refrigeration situations they might encounter in the field, making it

critical for hands-on learning. It reflects confidence in the tool's ability to

provide relevant and practical training experiences.

Secondly, the operational and user-friendly components of the trainer

earned a weighted average of 4.80, equivalent to a rating of 5, also rated

"Strongly Agree" and "Excellent." This near-perfect score indicates that

respondents find the trainer's components and features both functional and

accessible. Such operational efficiency is essential in an educational context,

allowing students to focus on learning rather than troubleshooting equipment

issues. The "excellent" rating signifies that the design and usability of the

trainer enhance the learning process, making it an effective educational

resource.

The third evaluation criterion, response to user inputs, received a

weighted average of 4.17, equivalent to a rating of 5, categorized as "Agree"

and "Very Good." Although this score is slightly lower than the previous two, it

still indicates a positive response. Students agree that the trainer responds

well to their inputs, which is important for interactive learning. However, the

distinction of "very good" rather than "excellent" suggests there may be room

for improvement in responsiveness. This feedback is crucial for enhancing the

overall training experience, as immediate and accurate feedback can

significantly impact learning outcomes.

In conclusion, the evaluation results suggest that the refrigeration

system trainer is highly effective in simulating real-world scenarios and is

operationally user-friendly. While the responsiveness to user inputs is rated

positively, it indicates an area for potential enhancement. The overall strong

ratings across the board highlight the trainer's success in providing a quality

educational experience, essential for equipping students with practical skills in

refrigeration technology. Continual assessment and refinement based on user

 feedback will be vital in maintaining and improving the training tool's

effectiveness.

Table 4. Performance of the Refrigeration System Trainer in terms of

Applicability

Descriptio
Applicability Rating Interpretation
n
1. The refrigeration system trainer 4 Strongly Very Good
aligns with current industry Agree
standards and practices.
2. The training modules are relevant 5 Strongly Excellent
to the specific needs of the users. Agree
3. The refrigeration system trainer can 5 Strongly Excellent
be easily adapted for different Agree
learning environments or skill
levels.

Table 4 evaluates the performance of the refrigeration system trainer in

terms of applicability. The assessment reveals a generally positive perception

among students regarding the trainer's alignment with industry standards and

its relevance to users' needs. The first statement, "The refrigeration system

trainer aligns with current industry standards and practices," received a

weighted average of 4.15, equivalent to a rating of 5, which corresponds to an

"Agree" rating on the Likert scale and is interpreted as "Very Good." This

score indicates that students believe the trainer effectively reflects the

standards and practices prevalent in the refrigeration industry, which is

essential for ensuring that the training provided is relevant and up-to-date.

The second statement, "The training modules are relevant to the

specific needs of the users," achieved a weighted average of 4.91, equivalent

 to a rating of 5, equating to a "Strongly Agree" rating and interpreted as

"Excellent." This high score underscores the trainer's effectiveness in

addressing the specific requirements of its users, suggesting that the content

is well-designed to meet educational goals and practical applications.

Lastly, the statement, "The refrigeration system trainer can be easily

adapted for different learning environments or skill levels," garnered a

weighted average of 4.83, equivalent to a rating of 5, also rated as "Strongly

Agree" and interpreted as "Excellent." This score reflects the adaptability of

the trainer, indicating that it can effectively serve a diverse range of learners

and educational contexts, enhancing its utility as a training tool.

In summary, the evaluation results indicate that the refrigeration

system trainer is well-aligned with industry standards, highly relevant to users'

needs, and adaptable for various learning environments. These strong ratings

highlight the trainer's effectiveness in providing applicable and practical

education in refrigeration technology, suggesting a robust framework for skill

development in this field.

Table 5. Performance of the Refrigeration System Trainer in terms of

Reliability

Descriptio
Reliability Rating Interpretation
n
1. The data generated by the trainer 5 Strongly Excellent
during practical exercises is Agree
accurate.
2. There are mechanisms in place to 5 Strongly Excellent
verify the integrity of the data Agree
provided by the trainer.
3. The refrigeration system trainer's 5 Strongly Excellent
 performance is consistent across Agree
multiple training sessions.

Table 5 evaluates the performance of the refrigeration system trainer in

terms of reliability. The performance evaluation, as assessed by the third-year

students, reveals a strong positive perception of the trainer's reliability. The

first aspect evaluated is the accuracy of the data generated during practical

exercises, which received a weighted average of 4.86, equivalent to a rating

of 5, indicating a "Strongly Agree" rating of "Excellent." This high score

suggests that students trust the accuracy of the data produced by the trainer,

which is essential for effective learning and practical application in real-world

scenarios.

Secondly, the integrity of the data provided was assessed through the

statement, "There are mechanisms in place to verify the integrity of the data."

This statement garnered a weighted average of 4.75, equivalent to a rating of

5, also rated "Strongly Agree" and interpreted as "Excellent." This score

indicates that students are confident in the measures implemented to ensure

data integrity, further enhancing trust in the training process.

Lastly, the third criterion evaluated was the consistency of the trainer's

performance across multiple training sessions, which achieved a weighted

average of 4.94, equivalent to a rating of 5, rated as "Strongly Agree" and

interpreted as "Excellent." This suggests that students find the trainer's

performance reliable and consistent, reinforcing its effectiveness as a

dependable educational tool.

 In conclusion, the evaluation results indicate that the refrigeration

system trainer excels in accuracy, data integrity, and performance

consistency. These strong ratings highlight the trainer's reliability as a critical

resource for students, ensuring they receive trustworthy and consistent

education in refrigeration technology. Continuous assessment and

improvements will be essential in maintaining the trainer's reliability and

effectiveness.

Table 6. Summary of Evaluation

Interpretatio Remarks
Parameters Rating Description
n
Highly effective
in simulating
real-world
Functionalit
4.61 Strongly Agree Excellent scenarios; user-
y
friendly design
enhances
learning.
Aligns well with
industry
standards and
Applicability 4.63 Strongly Agree Excellent
meets users'
specific needs
effectively.
Trustworthy data
accuracy and
performance
Reliability 4.85 Strongly Agree Excellent consistency
reinforce its
educational
value.
 Table 6 shows the summary of evaluation of the refrigeration system

trainer. It reveals the exceptional effectiveness across functionality,

applicability, and reliability. With an overall functionality rating of 4.61, the

trainer excels at simulating real-world refrigeration scenarios and boasts user-

friendly components, allowing students to focus on learning rather than

troubleshooting. However, a slightly lower responsiveness score of 4.17

indicates an area for potential improvement. In terms of applicability, the

trainer aligns well with current industry standards, achieving a strong score of

4.63, particularly in the relevance of its training modules, which received a

remarkable 4.91. This underscores its effectiveness in meeting educational

goals tailored to user needs. Reliability is another strong point, with an

impressive rating of 4.85, reflecting students' confidence in the accuracy and

consistency of the data generated during practical exercises. Overall, the

refrigeration system trainer stands out as a highly effective educational tool,

although enhancing responsiveness could further improve the learning

experience. Continuous assessment and refinement based on user feedback

will be essential to maintain its effectiveness and relevance in training future

technicians.
 CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study focuses on developing a Refrigeration System Trainer that

incorporates modern technologies to improve the practical skills of mechanical

engineering students. The trainer aims to provide hands-on experience,

enabling students to understand and apply refrigeration concepts effectively in

real-world scenarios. First is to identify the essential components of the

Refrigeration System Trainer. The study will detail the roles and specifications

of critical components, including the compressor, condenser, expansion valve,

evaporator, and accumulator. By understanding these components, students

will gain insights into the operation and functionality of refrigeration systems.

The second involves testing the Refrigeration System Trainer to

evaluate its performance metrics. Key performance indicators, such as the ton

of refrigeration, the coefficient of performance (COP), and energy

consumption, will be analyzed. This assessment will provide quantitative data

on the efficiency and effectiveness of the trainer, allowing for improvements

where necessary.

The third is to evaluate the overall performance of the Refrigeration

System Trainer based on functionality, applicability, and reliability. This

evaluation will help determine how well the trainer meets educational goals

and its practical relevance in real-world applications. By assessing these

factors, the study aims to ensure that the trainer is a valuable educational tool

for students.

The fourth focuses on developing comprehensive training modules for

the Refrigeration System Trainer. These modules will serve as instructional

guides for students, facilitating their learning process and enhancing their

ability to work with refrigeration systems.

Finally, the study will determine the total cost associated with

developing the Refrigeration System Trainer, providing insights into budgeting

and resource allocation for educational institutions interested in implementing

this training tool.

Conclusions

This study is dedicated to the development of a Refrigeration System

Trainer that integrates modern technologies to enhance the practical skills of

mechanical engineering students. The primary goal is to offer hands-on

experience, allowing students to grasp and utilize refrigeration concepts

effectively in real-world applications, thereby bridging the gap between

theoretical knowledge and practical implementation. The first objective

centers on identifying the essential components of the Refrigeration System

Trainer. The research will thoroughly detail the roles and specifications of key

components such as the compressor, condenser, expansion valve,

evaporator, and accumulator. A clear understanding of these components will

equip students with insights into the operational dynamics and functionality of
refrigeration systems, fostering a deeper comprehension of the subject

matter.

The second entails testing the Refrigeration System Trainer to assess

its performance metrics. This will include analyzing critical performance

indicators such as the ton of refrigeration, the coefficient of performance

(COP), and energy consumption. By conducting this assessment, the study

aims to gather quantitative data that reflects the trainer's efficiency and

effectiveness, thereby identifying areas for potential enhancement and

ensuring optimal performance.

The third objective is to evaluate the overall performance of the

Refrigeration System Trainer with respect to its functionality, applicability, and

reliability. This evaluation will serve to ascertain how well the trainer aligns

with educational objectives and its relevance to practical scenarios. By

thoroughly examining these aspects, the study seeks to confirm that the

trainer is a robust educational tool that meets the needs of students and

prepares them for real-world challenges.

The fourth objective involves the development of comprehensive

training modules for the Refrigeration System Trainer. These modules will act

as instructional resources, guiding students through the learning process and

bolstering their ability to work effectively with refrigeration systems.

Additionally, the study will assess the total cost of developing the

Refrigeration System Trainer, providing essential insights into budgeting and

resource allocation for educational institutions considering the implementation

of this valuable training tool.

Recommendations

From the study, the following recommendations were formulated:

1. Prioritize Industry Collaboration for Design and Technology Integration

Explanation: The success of the Refrigeration System Trainer hinges

on its relevance to real-world applications. Actively engaging with

industry partners—refrigeration companies, technicians, and engineers

—throughout the design and development phases is crucial. This

collaboration ensures the trainer incorporates the latest technologies,

components, and troubleshooting techniques used in the field. Industry

input can also guide the selection of components, ensuring the trainer

reflects current best practices and prepares students for the equipment

they'll encounter in their careers. This collaborative approach ensures

the trainer remains up-to-date and relevant, avoiding obsolescence.

2. Implement a Continuous Improvement Cycle through Rigorous Testing

and Feedback Explanation: The initial testing phase is just the

beginning. A robust, ongoing evaluation process is vital. This should

involve regular performance testing to monitor key metrics (ton of

refrigeration, COP, energy consumption) and identify areas for

improvement. Furthermore, gathering feedback from both instructors

 and students is essential. This feedback should be used to refine the

training modules, update the trainer's design, and address any usability

issues. This continuous improvement cycle ensures the trainer remains

effective and meets the evolving needs of the curriculum and the

students.

3. Develop a Comprehensive Evaluation Framework to Measure

Educational Impact Explanation: Beyond simply measuring the trainer's

technical performance, a comprehensive evaluation framework is

needed to assess its impact on student learning. This framework

should include metrics that measure students' understanding of

refrigeration concepts, their practical skills, and their confidence in

applying this knowledge. Pre- and post-training assessments, along

with qualitative feedback from students, can provide valuable data on

the trainer's effectiveness in achieving its educational objectives. This

evaluation should also consider the trainer's alignment with broader

learning outcomes and program goals.

4. Create Modular and Adaptable Training Materials for Diverse Learning

Styles Explanation: The training modules should not be static

documents. They should be designed as modular, adaptable resources

that cater to diverse learning styles and skill levels. Consider

incorporating interactive simulations, videos, troubleshooting guides,

and real-world case studies. The modules should also allow instructors

to customize the learning experience based on their students' needs

and the specific curriculum requirements. This adaptability ensures the

 trainer can be effectively integrated into various teaching approaches

and educational settings.

5. Conduct a Thorough Cost-Benefit Analysis for Long-Term

Sustainability Explanation: While the initial development cost is

important, a comprehensive cost-benefit analysis is crucial for long-

term sustainability. This analysis should consider factors such as the

trainer's lifespan, maintenance costs, the potential for future upgrades,

and the long-term impact on student learning and career outcomes. By

demonstrating the return on investment, educational institutions can

justify the initial expenditure and secure funding for future maintenance

and updates. This ensures the trainer remains a valuable asset for the

mechanical engineering program for many years to come.

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 APPENDIX A
Refrigeration System Trainer Specification

Table 1: Refrigeration System Trainer Parts and Components

Specification
PARTS /
SPECIFICATION PARTS
COMPONENTS
Compressor 1 Hp, 220V ~ 60 Hz, R134a
Condenser Fan 230V~60Hz, 0.55A, 80/26W, 1550min-1
Evaporator Fan 230/240V, 50Hz, 5/32W, 0.32A, 2400 rpm
Thermostatic
expansion valve 0.4~10.5kW/0.11~0.32A, 2400rpm
(TXV)
Liquid Line Filter
IN: 1/4 “ Flare, OUT: 1/4 “ Flare
Drier
Sight Glass 1 1
6mm/ in. SAE
4
Sight Glass 2 1
12mm/ in. SAE
4
High Pressure Connection = 1/4 SAE, App. Temp = -5℃-+120℃,
Gauge Reading: -30 ~ 260 psi
Low Pressure Gauge Connection = 1/4 SAE, App. Temp = -40℃-+120℃,
Reading: -30 ~ 550 psi
Pilot Light/ Indicator 220V, 20mA
Dual Pressure LP: - 0.2 ~7.5 bar Pe, HP: 8 ~ 32 Bar Pe, Conn.: ¼ in
Control flare, Auto/Man: reset, Diff.: 0.7 ~ 4 bar, Diff.: 4 bar
Suction Accumulator Size conn odf: ½ length (inches): 8 Diameter
Inches: 4 Refrigerant Holding Cap (lbs. “o” F
saturation) R134a: 3.5
Toggle Switch 12mm, 12A, 250VAC
Digital Temperature Power Supply: AC90~250V 50/60HZ/DC12V/DC24V
Controller Temperature control range: -50~99°C
Difference Set Value: 0.3~10°C
Accuracy: ±1°C(-50℃℃~70℃℃)
Resolution: 0.1°C
Sensor error delay: 1 minute
Measuring input: NTC(10K0.5%) Waterproof sensor Im
Relay contact capacity: Cool Heat(10A/250VAC)
Size: 75mm(L)*34mm(W)*85mm(Depth)
Ambient temperature: -20-70°C, humidity 20%-85%RH
RE
Mounting size: 71(L)*29(W)mm
Power consumption: ≤3W
Circuit Breaker 230V
Voltmeter/Ammeter AC40.0~300.0V, 45~65Hz
Refrigerant (R134a) Chemical name: Tetraflouroethane
Chemical Symbol: C F 3C H 2F
APPENDIX B
Data and Computation

Tabulation of Data

Table 2. Data Sheet of No-Load Thermostat Setting No. – 1

AMBIENT DISCHARGE
TIME START:
TEMPERATURE, PRESSURE,
00:00:00 T a = 30.6 °C
THERMOSTAT HP = 40 psig
SETTING: 1 CABINET SUCTION
TIME STOP:
TEMPERATURE, PRESSURE,
01:10:27 T c = 26 °C LP = 40 psig
AMBIEN TIME
CUT - IN CUT - OUT VOLTAG
T TEMP, (min.)
NO. E
Tc Tc
HP LP HP LP (V) RUN
°C °C °C
1 120 2 1 115 9 -1 28.6 233.8 2:23.37
2 115 5 1 120 5 -1 29.5 242.3 1:54.53
3 120 10 1 115 2 -1 30.6 242.1 2:00.23
4 80 23 1 125 1 -1 28.9 249.8 2:03.18
5 50 26 1 125 0 -1 29.0 240.7 1:58.31
6 49 23 0 120 5 -1 30.6 236.3 2:06.37
7 42 21 0 125 0 -1 29.2 235.4 2:06.11
8 45 28 0 130 0 -1 29.1 235.8 2:08.22
9 45 30 0 129 0 -1 28.9 231.6 2:10.47
10 40 35 0 130 0 -1 29.3 232.7 2:12.45
TOTAL 21:03.2
Total Time = 70.27 min = 1 hr, 10.27 min
Where:

HP – High pressure

LP – Low pressure
Tc – Cabinet temp. @ cut – in

Tc – Cabinet temp. @ cut – out

COP – Coefficient of performance

Run – Time when compressor was running

OPERATION CONDITION:

Suction Pressure = Average LP reading + Atm. Pressure

= (11.25 + 14.7) (6.895) = 113.9295 Kpa = 0.1139295 MPa

Liquefaction Pressure = Ave. HP reading + Atm. Pressure

= (97 + 14.7) (6.895) = 770.1715 Kpa = 0.7701715 MPa

Table 3. Data Sheet of No-Load Thermostat Setting No. – 5

AMBIENT DISCHARGE
TIME START:
TEMPERATURE, PRESSURE,
00:00:00 T a = 31.02 °C
THERMOSTAT HP = 30 psig
SETTING: 5 CABINET SUCTION
TIME STOP:
TEMPERATURE, PRESSURE,
01:25:41 T c = 26 °C LP = 30 psig
TIME
CUT - IN CUT - OUT AMBIENT
VOLTAGE (min.)
NO. TEMP,
Tc Tc (V)
HP LP HP LP °C RUN
°C °C
1 30 22 -4 130 0 -5 27.5 222.0 1:44
2 30 21 -4 130 0 -5 29.1 218 1:55
3 41 20 -4 126 0 -5 29.3 215.4 1:46
4 50 20 -4 130 0 -5 28.6 213.1 1:58
5 50 20 -4 128 0 -5 28.9 213.7 1:47
6 48 20 -4 130 0 -5 29.1 216.4 2:03.73
7 48 20 -4 128 0 -5 28.9 217.9 2:01.80
 8 49 20 -4 129 1 -5 28.9 218.3 2:01
9 48 20 -4 128 1 -5 29 217.8 2:04.81
10 48 20 -4 128 1 -5 28.8 219.1 2:03.10
TOTAL 11:19

Total Time = 85.41 min = 1 hr, 25.41 min

Table 4. Data Sheet of With-Load Thermostat Setting No. – 9

DISCHARG
E
AMBIENT
PRESSURE
TIME STOP: TEMPERATURE,
T a = _30.2_ °C ,
00:00:00
HP = _30_
psig
THERMOSTAT
SUCTION
SETTING 9
CABINET PRESSURE
TIME STOP:
TEMPERATURE, ,
04:00:96 T c = _26_ °C LP = _30_
psig
N CUT - IN CUT - OUT AMBI VOL- TIME (min.) AVERAGE
O - TAGE PRESSURE
H L T HP L T ENT , IDLE RUN HP LP
P P c P c TEMP (V)
c c ,
°C
1 25 2 - 12 0 - 30.0 219.1 2:30.5 2:00.3 75 10
0 9 5 9 7
2 28 2 - 12 0 - 30.2 219.7 2:23.4 2:10.2 76 10
0 9 5 9 2
3 25 2 - 12 0 - 29.9 220.1 2:20.0 2:38.1 75 10
0 9 5 9 3
4 25 2 - 12 0 - 30.2 221.1 2:27.6 2:42.1 75 10
0 9 5 9 5 0
5 25 2 - 12 0 - 29.7 223.4 2:30.4 2:47.6 75 10
0 9 5 9 4 5
6 27 2 - 12 0 - 31.4 224.2 2:26.1 2:51.5 76 10
0 9 5 9 0 3
7 28 2 - 12 0 - 31.5 226.6 2:28.4 3:53.4 76 10
0 9 5 9 7 6
8 29 2 - 12 0 - 30.9 229.2 3:11.5 3:53.5 79 10
2 9 0 9 0 0
9 26 2 - 12 0 - 31.6 228.0 3:10.1 2:01.2 76 10
1 9 0 9 4 3
10 31 2 - 12 0 - 30.9 229.8 3:02.1 2:54.2 75.5 11
2 9 0 9 1 1
 11 25 2 - 12 0 - 31.6 228.4 3:00.1 2:56.2 75 10.5
0 9 0 9 0 2
12 20 1 - 12 0 - 30.9 226.3 4:11.1 1:55.6 70 11
9 9 5 9 0 4
13 24 2 - 12 0 - 29.3 226.4 2:10.4 2:53.8 72 10
0 9 0 9 7 5
14 26 2 - 12 0 - 29.2 221.2 2:43.1 3:48.6 73 9.5
1 9 0 9 0 7
15 28 1 - 12 0 - 29.3 227.2 3:11.3 2:43.5 74 10
9 9 0 9 1 9
16 26 2 - 12 0 - 29.1 218.2 3:26.1 2:46.6 73 10.5
1 9 0 9 1 0
17 29 2 - 12 0 - 29.3 220.4 2:59 2:17 77 9.5
0 9 5 9
18 28 2 - 12 0 - 29.6 221.6 3:09 2:06 76.5 10
0 9 5 9
19 29 2 - 12 0 - 30.1 219.7 3:17 2:58 79.5 10
1 9 0 9
20 30 2 - 12 0 - 30.1 222.3 3:43 2:26 75 10.5
1 9 0 9
21 31 2 - 12 0 - 30.1 221.4 3:05 2:41 78 10.5
2 9 5 9
22 30 2 - 12 0 - 29.8 224.3 2:51 2:21 77.5 11
0 9 5 9
23 30 2 - 12 0 - 29.7 221.7 2:58 3:49 77.5 10.5
1 9 5 9
24 30 2 - 12 0 - 29.8 220.1 3:19 2:54 75 10
0 9 0 9
25 29 2 - 12 0 - 29.8 218.3 3:25 3:19 77 10
0 9 5 9
26 28 2 - 12 0 - 29.6 218.9 3;51 2:43 74 10
0 9 0 9
27 29 2 - 12 0 - 29.6 219.2 4.03 2:31 74.5 10.5
1 9 0 9
28 29 1 - 12 0 - 29.4 220.7 3:31 2:16 77 9.5
9 9 5 9
29 28 2 - 12 0 - 29.5 218.1 3:07 2:43 76.5 10.5
1 9 5 9
30 30 2 - 12 0 - 29.6 219.4 3:16 2:11 77.5 10
0 9 5 9
TOTA 126.43 117.38 88.2 10.6
L 3 3
126.43+117.38
Total of Time = = 4:06.35 HRS
60
 117.38
Cooling Unit Operation Time = =63.215 ≈ 2.10 HRS
60

Sample Computation of No-Load Thermostat Setting No. 1

Table 5. Corresponding Enthalpies of Thermostat Setting No. 1.

AVERAGE
PRESSURE h3 h1 h2
NO. COP
HP LP (kJ/kg) (kJ/kg) (kJ/kg)
(psig) (psig)
1 117.5 9 389.57 412.54 6.06
2 117.5 5 250.46 386.87 411.97 5.44
3 117.5 6 250.46 387.59 412.12 5.59
4 102 12 243.93 391.36 411.04 7.49
5 87.2 13 237.16 391.91 409.10 9.01
6 84.5 14 235.87 392.45 408.81 9.57
7 83.5 10.5 235.37 390.49 408.22 8.75
8 87.5 14 237.16 392.45 409.24 9.25
9 87 15 237.06 392.97 409.30 9.55
10 85 19 236.11 394.93 409.41 10.97
Ave. 96.92 11.75 241.40 391.06 410.17 8.17
Liquefaction Pressure(HP) = atm. pressure + gage pressure)(6.895 KPa)

Suction Pressure (LP) = (atm. pressure + gage pressure) (6.895 KPa)

Where:

h3 = hf @ liquefaction pressure (HP)

h1 = hg @ suction pressure (LP)

h2 = h @ liquefaction pressure & s2 = s1

h g−¿h h 1−h4
COP= =
f
¿
h2−h g h2−h 1
Sample Computation of No-Load Thermostat Setting No. 5:

Table 6. Corresponding Enthalpies of Thermostat Setting No. 5.

AVERAGE
NO. PRESSURE h3 h1 h2
COP
HP LP (kJ/kg) (kJ/kg) (kJ/kg)
(psig) (psig)
1 80 11 233.64 390.78 407.74 9.27
2 80 10.5 233.64 390.49 407.67 9.15
3 83.5 10 235.37 389.97 408.16 8.50
4 90 10 238.51 389.97 408.28 8.27
5 89 10 238.08 389.97 409.01 7.98
6 89 10 238.08 389.97 409.01 7.98
7 88 10 237.54 389.97 408.84 8.08
8 89 10 238.08 389.97 409.01 7.98
9 88 10 237.54 389.97 408.88 8.06
10 88 10 237.54 389.97 408.84 8.08
Ave
86.45 10.15 236.802 390.103 408.544 8.335
.

Liquefaction Pressure (HP) = (atm. pressure + gage pressure) (6.895 KPa)

Suction Pressure (LP) = (atm. pressure + gage pressure) (6.895 KPa)

Where:

h3 = hf @ liquefaction pressure (HP)

h1 = hg @ suction pressure (LP)

h2 = h @ liquefaction pressure & s2 = s1

h g−¿h h 1−h4
COP= f
= ¿
h2−h g h2−h 1
Sample Computation of With-Load Thermostat Setting No. 9:

Table 7. Corresponding Enthalpies of Thermostat Setting No. 9.

AVERAGE
NO
PRESSURE h3 h1 h2
COP
. HP LP (kJ/kg) (kJ/kg) (kJ/kg)
(psig) (psig)
390.19373 406.76965
1 75 10 231.08078 9.599022
19 46
231.85355 390.19373 407.02023
2 76.5 10 9.410168
82 19 08
231.08107 390.19373 406.76965
3 75 10 9.599022
8 19 46
231.08107 390.19373 406.76965
4 75 10 9.599022
8 19 46
10 231.08107 390.19373 406.76965
5 75 9.599022
8 19 46
10 231.59606 390.19373 406.93667 9.4725088
6 76
48 19 44 43
10 231.85355 390.19373 407.02023 9.4101675
7 76.5
82 19 08 36
11 233.28803 390.77990 407.48995
8 79.5 9.418513
66 5 39
10.5 232.62603 390.48823 407.40192 9.3339760
9 78
84 02 2 1
11 231.33857 390.77990 406.83561
10 75.5 9.930505
14 5 79
229.77198 390.19373 406.27184
11 72.5 10 9.977646
67 19 77
229.77198 389.88310 406.17369
12 72.5 9.5 9.797129
67 04 54
13 72 10 229.50327 390.19373 406.46996 9.872706
 61 19 37
230.051104 390.48823 406.70804
14 73 10.5 9.891426
4 02 71
230.56609 389.88310 406.
15 74 9.5 9.681866
12 04 336285
230.051104 390.48823 406.70847 9.89116794
16 73 10.5
4 02 1 1
232.111051 390.19373 407.111427
17 77 10 9.344220
6 19 1
231.85355 390.19373 407.16993
18 76.5 10 9.327182
83 19 84
233.38803 390.48823 407.58992
19 79.5 10.5 9.186232
66 02 95
231.08107 390.48823 406.84525
20 75 10.5 9.745487
8 02 32
232.62603 390.77990 407.46746
21 78 11 9.477353
84 5 24
232.36854 390.19373 407.19517
22 77.5 10 9.283047
5 19 38
232.36854 390.48823 407.26221
23 77.5 10.5 9.443369
5 02 98
231.08107 390.19373 406.77771
24 75 10 9.594355
8 19 84
232.111051 390.19373 407.111606
25 77 10 9.344153
6 19 4
230.56609 390.19373 406.61301
26 74 10 9.721961
12 19 61
230.82358 390.48823 406.76200
27 74.5 10.5 9.8111618
46 02 58
232.111051 389.88310 407.03789
28 77 9.5 9.195859
6 04 7
29 76.5 10.5 231.85355 390.48823 407.09530 9.552234
 83 02 54
232.36854 390.19373 407.19520
30 77.5 10 9.283028
5 19 73
Ave 75.7166 10.1833
231.4436 390.2998 406.9431 9.559784
: 7 3

Liquefaction Pressure (HP) = (atm. pressure + gage pressure) (6.895 KPa)

Suction Pressure (LP) = (atm. pressure + gage pressure) (6.895 KPa)

Where:

h3 = hf @ liquefaction pressure (HP)

h1 = hg @ suction pressure (LP)

h2 = h @ liquefaction pressure & s2 = s1

h g−¿h h 1−h4
COP= f
= ¿
h2−h g h2−h 1

Computation of Coefficient of Performance of No-Load Thermostat

Setting No. – 1

Average Pressure:

HP = 117. 5 psig = 0.911519 MPa

hf = 250.4609659 KJ/kg

LP = 9 psig = 0.1634115 MPa

hg = 398.572464 KJ/kg

h2 = 412.5434 psig
 h g−¿h h 1−h4
COP= f
= ¿
h2−h g h2−h 1

398.57−250.46
COP=
412.54−398.57

COP=6.056

Computations of Cooling Load of No-Load Thermostat Setting No. – 1

QCL=M ¿

Given:

T1 – Initial temperature

T2 – freezing temperature

T3 – storage temperature of cabinet at cut-in = -90c

Time = 2:08:7

V1 = 20L

Cpw = 4.187 KJ/kg-oK

CPice = 2.093 KJ/kg-oK

Pw = 1 kg/L

(20)(1)( 4.187 ( 26−0 )+ 335+2.093 ( 0−(−9 ) ) )

QCL=
2.35 (3600)

QCL=2470.95 W ≈ 2.47 KW

Computations of Tons of refrigeration (Thermostat Setting No. – 1)

Work of Compression (Wc):

W c=ṁ ( h 2−h1 )

where:

Wc – compressor work

ṁ – mass flow rate

h2 – high temperature entropy liquid

h1 – low temperature enthalpy vapor

W c=ṁ ( h 2−h1 )

KJ KJ
0.746 =ṁ ( 410.174−391.059 )
s Kg

Kg
ṁ=0.039027
s

Heat Added (Qa):

Qa=ṁ ( h 1−h3 )

where:

Qa – heat added

ṁ – mass flow rate

h1 – low temperature enthalpy vapor

h3 – high pressure enthalpy liquid

Qa=ṁ ( h 1−h3 )
 Kg
Q a=0.039027 ( 391.059−241.404 )
s

1 TR
Q a=5.84 KW x =1.66 TR
3.516 KW

Computations of Tons of refrigeration (Thermostat Setting No. – 5)

Work of Compression (Wc):

W c=ṁ ( h 2−h1 )

where:

Wc – compressor work

ṁ – mass flow rate

h2 – high temperature entropy liquid

h1 – low temperature enthalpy vapor

W c=ṁ ( h 2−h1 )

KJ KJ
0.746 =ṁ ( 408.543−390.101 )
s Kg

KJ KJ
0.746 =ṁ (18.442 )
s Kg

Kg
ṁ=0.04045
s

Heat Added (Qa):

Qa=ṁ ( h 1−h3 )
where:

Qa – heat added

ṁ – mass flow rate

h1 – low temperature enthalpy vapor

h3 – high pressure enthalpy liquid

Qa=ṁ ( h 1−h3 )

Kg
Qa=0.04045 ( 390.101−236.801 )
s

Kg
Qa=0.04045 ( 153.301 )
s

1 TR
Qa=6.201 KW x =1.76 TR
3.516 KW

Computations of Tons of refrigeration (Thermostat Setting No. – 9)

Work of Compression (Wc):

W c=ṁ ( h 2−h1 )

where:

Wc – compressor work

ṁ – mass flow rate

h2 – high temperature entropy liquid

h1 – low temperature enthalpy vapor

 W c=ṁ ( h 2−h1 )

KJ KJ
0.746 =ṁ ( 406.924−390.2998 )
s Kg

KJ KJ
0.746 =ṁ (16.6242 )
s Kg

0.746
m=
16.6242

Kg
ṁ=0.04487
s

Heat Added (Qa):

Qa=ṁ ( h 1−h3 )

where:

Qa – heat added

ṁ – mass flow rate

h1 – low temperature enthalpy vapor

h3 – high pressure enthalpy liquid

Qa=ṁ ( h 1−h3 )

Kg
Qa=0.04487 ( 390.2998−221.447 )
s

Kg
Qa=0.04487 (158.8528 )
s
 1 TR
Q a=7.1277 KW x =2.0272 TOR
3.516 KW

Computation of Power Consumption:

Cost Per Day = kWh Per Day x Cost per kWh

Where:

Cost per kWh: 13.6802

kW per hour: 3.46 x 24 hrs

Cost Per Day = 83.04 kWh per day x P13.6802 cost per kWh

Cost Per Day = 1,136.004 php

Assuming 8 hours of use per day in a month:

Cost Per Month = Cost per Day x 30

Cost Per Month = (3.46 kW x 8 hours x 13.6802 kWh rate) x 30 days

Cost Per Month = 11,360.03808 php

Appendix C
Cost of Material and Labor

Table 8: Refrigeration System Trainer Cost of Materials

DESCRIPTION QUANTITY UNIT AMOUNT

Fiber-glass 14”x13.5” & 15”x15” 2 pc/s 1,500.00
Condenser 1 unit 3,000.00
Evaporator 1 pc/s 7,825.00
Evaporator Fan 1 pc/s 795.00
Compressor 1 pc/s 8,900.00

Expansion Valve 1 pc/s 2,900.00

Pressure Gauge 2 pc/s 1,950.00
Dual Pressure Gauge 1 pc/s 2,950.00
Sight Glass 1/4”⌀ 1 pc/s 450.00
Sight Glass 1/2”⌀ 1 pc/s 650.00

Suction Accumulator 1 pc/s 2,300.00

High Valve 1/4”⌀ 1 pc/s 450.00
High Valve 1/2”⌀ 1 pc/s 650.00
Filter Dryer 1/4”⌀ 1 pc/s 500.00
Access Valve 2 pc/s 120.00
Flare Nut 1/2”⌀ 3 pc/s 240.00
Flare Nut 3/8”⌀ 1 pc/s 50.00
Capillary Tube1/4”⌀ 1 pc/s 900.00
Gauge Adaptor 2 Pc/s 90.00
Pipe 1/4”⌀ 20 ft. 540.00
Circuit Breaker 1 pc/s 525.00
AC Digital Ammeter and Voltmeter 1 pc/s 650.00
Toggle Switch 2 pc/s 365.00
Hose 1 meter 160.00
Bolt 5/16”⌀ x 2” 4 pc/s 40.00
TW wire No. 14 2 meters 250.00
Adaptor 1 pc/s 10.00
Y-Adaptor 1 pc/s 25.00
Screw 1 set 120.00
Pilot Light (220V FLD) 3 pc/s 270.00
Bolts/Nuts with Washer 16 pc/s 130.00
Metal Screw 20 pc/s 40.00
Flare Nut 1/4”⌀ 4 pc/s 65.00

Tabled 8 Continued

Copper Tube 1/2”⌀ 1 ft. 650.00

Electrical Tape 1 pc/s 35.00
R-134a 1 kg. 1,200.00
Wire Connector 6 pc/s 30.00
Teflon Tape 1 pc/s 15.00
Paint Thinner 1 bottle 25.00
Rubber Plug 1 pc/s 30.00
Angle Bar 1/4” x 1” 1 pc/s 220.00
Ply Board 4x8” x 1” 2 pc/s 4,500.00
Flat Bar 1” x ¼” 1 pc/s 180.00
Evaporator Cabinet 1 pc/s 4,500.00
Insulator Wire 1/2” 1 meter 160.00
Paint (Colorhub) Red, Yellow & Blue 1.5 liter 360.00
Cutting Disc 4 pc/s 200.00
Grinding Disc 1 pc/s 60.00
Wood Cutting Disc 1 pc/s 300.00
Welding Rod 15 pc/s 75.00
Epoxy 1 pc/s 130.00
Epoxy Primer White ½ liter 240.00
AP QDE Black ½ liter 230.00
Steel Brush Plastic Handle 1 pc/s 85.00
Paint Brush #2 (HIPPO) PC 2 pc/s 100.00
Flat Bar 1/4” x 1” 1 pc/s 180.00
STC 1000 Temperature Controller 1 pc/s 590.00
Total 53,505.00

APPENDIX D
Drawing and Diagram of Refrigeration System Trainer
Figure 1. Refrigeration System Trainer Design
Figure 2. Design Dimensions of Refrigeration System Trainer

Figure 3. Components of a Refrigeration System Trainer.

 APPENDIX E
Tables and Chart of Refrigerant 134a
 APPENDIX F
Module and Survey Questionnaire

Performance Evaluation of Refrigeration Trainer

OBJECTIVES:

1. To to compute the refrigerant flow rate.

2. To calculate the refrigerating capacity, and compressor power.

3. To determine Coefficient of Performance of the trainer.

THEORY AND ANALYSIS

A refrigeration trainer is a specialized teaching system or instrument

designed to educate and illustrate the fundamentals of air conditioning and

refrigeration. It typically consists of several key parts, including sensors, a

control system, evaporators, compressors, condensers, and an expansion

valve. These trainers are widely employed in technical training programs

vocational schools, and technical colleges provide students hands-on

experience. They enable learners to develop skills in refrigeration system

operation, troubleshooting, and the application of electrical, fluid, and

thermodynamic concepts. The trainers are particularly useful for honing

practical abilities related to the installation, upkeep, and repair of cooling and

refrigeration systems. Additionally, some trainers may incorporate interactive

modules or simulations to further enhance learning. Ultimately, the

refrigeration serves as an insolvable an educational tool. It provides students

with direct experience, helping the understand how refrigeration systems

function, how to troubleshoot common issues, and how to effectively identify

and analyze problems.

 Refrigeration is the process of drawing heat from a material or place

and releasing it into another environment, typically one ate a higher

temperature usually. Appliances that achieve this include heat pumps and

refrigerators. The most common type of refrigeration cycle involves the

continuous phase such as vaporization, condensation, and compression of

refrigerant. Naturally heat flows from a higher temperature to a lower

temperature area, as required in refrigeration, external energy input is

necessary. This is precisely why specialized refrigeration dives are essential.

APPARATUS USED:

 Refrigeration trainer

 Pressure gauges (Low side and High Side)

 Condenser

 Evaporator

 Compressor

 Expansion valve

 Leak tester

 Thermometer

PROCEDURES:

Before each training unit test, the following must be observed strictly:

1. Prepare all the equipment/instruments needed.

2. Ensure that the pre – operation procedure has been done correctly.

3. Record the ambient and cabinet temperature.

4. Record the suction and discharge pressure.

5. Switch ON the operation switch.

 6. Set the thermostat to the desired setting (between 1 to 6). where the

testing will be done.

7. Record the time testing started (Cut – in time).

8. Record the voltage and current consumption, suction and discharge

pressure, ambient and cabinet temperatures.

9. When the thermostat is cut – out, record the suction and discharge

pressures, the cabinet temperature, and the cut – out time.

10. Wait until the thermostat cuts – in. Record the time.

11. Record the time the testing is finished.

DISCUSSION

The initial step in this experiment involves determining the temperature

at all critical points thin the system using a digital thermometer. These

temperatures reading can be obtained by inserting the thermometer at is

probe component’s discharge point. The measurement process is simplified

as the required temperature measurement locations are clearly pre-labeled.

To accurately compute the refrigerant flow rate, the calculations are

based on the measured flow rate reading. This involves obtaining the entropy

values for each point in the system, and determining the heat rejected and

absorbed by the system, along with its Coefficient of Performance.

Pressure readings, specifically the intake and discharge pressure of

the refrigeration system, can be clearly observed on the pressure gauge.

Intake pressure and the discharge pressure of the refrigeration system. Once

these gauges pressure are determined, they must be converted to absolute

pressure. The converted values will then serve as the basis for determining

the saturated temperature at both the high-pressure point and low-pressure

points. This is achieved by utilizing the provide R134a chart and by

interpolating the given data to obtains accurate value. Finally the flow meter in

the training unit must be read, and all system values should be plotted on the

relevant thermodynamics diagram then to plot all the values of the system in

the diagram.

Experimental Set- up

Data Sheet

No Load Thermostat Setting Test Data Sheet

AMBIENT
DISCHARGE
TIME START: TEMPERATURE,
PRESSURE,
THERMOSTAT 00:00:00
T a = __ °C HP = __ psig
SETTING: 1
TIME STOP: CABINET SUCTION
00:00:00 TEMPERATURE, PRESSURE,
 T c = __ °C LP = __ psig
AMBIEN TIME
CUT - IN CUT - OUT VOLTAG
T TEMP, (min.)
NO. E
Tc Tc
HP LP HP LP (V) RUN
°C °C °C
1
2
3
4
5
6
7
8
9
10
TOTAL
Total Time =
Where:
HP – High pressure
LP – Low pressure
Tc – Cabinet temp. @ cut – in
Tc – Cabinet temp. @ cut – out
COP – Coefficient of performance
Run – Time when compressor was running
OPERATION CONDITION:
Suction Pressure = Average LP
reading + Atm. Pressure
Liquefaction Pressure = Ave. HP
reading + Atm. Pressure
AMBIENT
DISCHARGE
TIME START: TEMPERATURE,
PRESSURE,
00:00:00
T a = __ °C HP = __ psig
THERMOSTAT
SETTING: 1 CABINET
SUCTION
TIME STOP: TEMPERATURE,
PRESSURE,
00:00:00
T c = __ °C LP = __ psig
 AMBIEN TIME
CUT - IN CUT - OUT VOLTAG
T TEMP, (min.)
NO. E
Tc Tc
HP LP HP LP (V) RUN
°C °C °C
1
2
3
4
5
6
7
8
9
10
TOTAL
Total Time =
With Load Thermostat Setting Test Data Sheet
AMBIENT DISCHARGE
TIME START:
TEMPERATURE, PRESSURE,
00:00:00 T a = __ °C
THERMOSTAT HP = __ psig
SETTING: 6 CABINET
TIME STOP: SUCTION PRESSURE,
TEMPERATURE,
00:00:00 T c = __ °C LP = __ psig
AVERAGE
CUT - TIME
CUT - IN PRESSUR
OUT (min.)
AMBIEN VOLTAG E
NO
T T T TEMP, E,
.
H L c H L c °C (V) RU IDL
HP LP
P P ° P P ° N E
C C
1
2
3
4
5
6
7
8
9
10
11
12
13
14
 15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
TOTAL
Total Operation Time =
Condensing Unit Operation Time =

Observation
 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

COLLEGE OF ENGINEERING

May 28, 2025

Dear Respondent,

We are 4th year Mechanical Engineering students from the University of Eastern
Philippines, currently conducting our undergraduate thesis titled: “DEVELOPMENT
OF REFRIGERATION SYSTEM TRAINER OF THE MECHANICAL ENGINEERING
DEPARTMENT, COLLEGE OF ENGINEERING, UNIVERSITY OF EASTERN
PHILIPPINES".

As part of this study, we are inviting you to answer a short survey that will help us
assess the trainer's functionality, applicability, and reliability. Your responses will be
kept strictly confidential and used solely for academic purposes.

We are truly grateful for your time and response. Your participation plays an
important role in the success of our study.

Sincerely,

Erika Acuin Aldrich R. Dulay Math Gohan B. Robredillo

Researcher Researcher Researcher

James Rovic M. Bido Lanz Romael M. Lipata Charlie T. Sumagaysay

Researcher Researcher Researcher

Roque Dave G. Calixtro Shawn Clarence Pajuelas Vallerie Hanne J. Ultra

Researcher Researcher

Approved:

Engr. Jhanua Mae F. Destura

Adviser
 SURVEY QUESTIONNAIRE
“Development of Refrigeration System Trainer of the Mechanical
Engineering Department, College of Engineering University of Eastern
Philippines”

Part I: Demographic profile

Name: ___________________________________
Gender:
Female
Male
Year Level:
3rd
4th

Part II: Trainer Performance Evaluation

Instruction: Please rate the following statement based on your experience
with the trainer on a scale from 1 to 5.
5 – Strongly Agree
4 – Agree
3 – Neutral
2 – Disagree
1 – Strongly Disagree

Functionality:

Indicators
SA A N D SD
Statement 5 4 3 2 1
1. The refrigeration system trainer effectively
simulates real-world refrigeration scenarios.
2. All components and features of the
refrigeration system trainer are operational and
user-friendly.
3. The refrigeration system trainer responds well
to user inputs during training sessions.
Applicability:

Indicators SA A N D SD

Statement 5 4 3 2 1
1. The refrigeration system trainer aligns with
current industry standards and practices.
2. The training modules are relevant to the
specific needs of the users.
3. The refrigeration system trainer can be easily
adapted for different learning environments or
skill levels.

Reliability:

Indicators SA A N D SD

Statement 5 4 3 2 1
1. The data generated by the trainer during
practical exercises is accurate.
2. There are mechanisms in place to verify the
integrity of the data provided by the trainer.
3. The refrigeration system trainer's performance
is consistent across multiple training sessions.

Part III: Open-Ended Feedback (Optional)

1. What are the refrigeration system trainer's greatest strengths?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________________

2. What are the refrigeration system trainer's greatest weaknesses or

areas for improvement?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
 ________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________________

3. Do you have any other comments or suggestions regarding the

refrigeration system trainer?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
 APPENDIX H
Documentation

WELDING OPERATION
ASSEMBLY
TESTING
 CURRICULUM VITAE

ERIKA ACUIN
BS Mechanical Engineering

Catubig, Northern Samar

09709834140
erikaacuin@gmail.com

PERSONAL BACKGROUND

Birthday : February 25, 2002

Father’s Name : Noli J. Pigar
Mother’s Name : Josephine A. Pigar
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Technical Vocational Livelihood - Information and
Communication Technology
Catubig Valley National High School - CVNHS
Barangay 1 Poblacion, Catubig, N. Samar
With Honors

2014 - 2018 Junior High School

Catubig Valley National High School - CVNHS
Barangay 1 Poblacion, Catubig, N. Samar

2007 - 2014 Elementary

Manering Elementary School
Barangay Manering, Catubig, Northern Samar
Valedictorian
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Staerk Construction Services Inc.

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
JAMES ROVIC M. BIDO
BS Mechanical Engineering

Rosario, Northern Samar

09544510270
bidojrovic23@gmail.com

PERSONAL BACKGROUND

Birthday : February 23, 2002

Father’s Name : Ariel P. Bido
Mother’s Name : Tara M. Bido
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering and Mathematics
Allen N. Samar
With Honors

2014 - 2018 Junior High School

Rosario National High School- RNHS
Rosario N. Samar

2007 - 2014 Elementary

Rosario Central Elementary School
Elementary
Rosario N. Samar
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Donum Industrial Corporation

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
ROQUE DAVE G. CALIXTRO
BS Mechanical Engineering

Rosario, Northern Samar

09663613883
roquedave08@gmail.com

PERSONAL BACKGROUND

Birthday : October 22, 2001

Father’s Name : Roque L. Calixtro
Mother’s Name : Dina G. Calixtro
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering and Mathematics
Allen N. Samar
Saint Francis College - Allen
Allen N. Samar
With Honors

2014 - 2018 Junior High School

Ramon Magsaysay Cubao High School
Cubao Quezon City

2007 - 2014 Elementary

Rosario Central Elementary Schoo
Rosario N. Samar
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Donum Industrial Corporation

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
ALDRICH R. DULAY
BS Mechanical Engineering

Las Navas, Northern Samar

09456046220
aldrichdulay44@gmail.com

PERSONAL BACKGROUND

Birthday : August 14, 2002

Father’s Name : Rolando G. Dulay
Mother’s Name : Imelda R. Dulay
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering and Mathematics
Allen N. Samar
UEP-PRMC Catubig
Catubig N. Samar
With Honors

2014 - 2018 Junior High School

Colegio De Las Navas
Las Navas Northern Samar

2007 - 2014 Elementary

Las Navas I Central Elementary School
Las Navas N. Samar
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Staerk Construction Services Inc.

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
LANZ ROMAEL M. LIPATA
BS Mechanical Engineering

Rosario, Northern Samar

09561654743
lipatalanzromael14@gmail.com

PERSONAL BACKGROUND

Birthday : October 7, 2001

Father’s Name : Rommel E. Lipata
Mother’s Name : Mae Vida M. Lipata
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering, and Mathematics
Saint Francis College - Allen
Allen N. Samar
With High Honor

2014 - 2018 Junior High School

St. Joseph Academy(SJA)- San Jose
San Jose N. Samar

2007 - 2014 Elementary

Rosario Central Elementary School
Rosario N. Samar
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Donum Industrial Corporation

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
\SHAWN CLARENCE S. PAJUELAS
BS Mechanical Engineering

Las Navas, Northern Samar

(956) 674-8446
shawnclarencep@gmail.com

PERSONAL BACKGROUND

Birthday : October 14, 2001

Father’s Name : Alfon L. Pajuelas
Mother’s Name : Eden S. Pajuelas
Civil Status : Single
Nationality : Filipino
Religion : Iglesia ni Cristo

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Information and Communication Technologys
Commonwealth High School
Quezon City
With Honors

2014 - 2018 Junior High School

Fair Gems Academy Inc.
Catubig N. Samar

2007 - 2014 Elementary

Las Navas I Central Elementary School
Las navas N. Samar
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Donum Industrial Corporation

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
MATH GOHAN B. ROBREDILLO
BS Mechanical Engineering

Catarman, Northern Samar

09673398862
robredillomathgohan @gmail.com

PERSONAL BACKGROUND

Birthday : September 8. 2001

Father’s Name : Matheney J. Robredillo
Mother’s Name : Christine N. Balasta
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering, and Mathematics
St. Michael Academy
Catarman N. Samar
With Honor

2014 - 2018 Junior High School

Gala Vocational School
Gamay N. Samar

2007 - 2014 Elementary

Gamay Central Elementary School
Gamay N. Samar
8th Honorable mention
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Donum Industrial Corporation

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform
CHARLIE TUBALLAS SUMAGAYSAY
BS Mechanical Engineering

Catarman, Northern Samar

(977) 263-6585
sumagaysaycharlie@gmail.com

PERSONAL BACKGROUND

Birthday : September 21, 2002

Birthplace : Catarman, Northern Samar
Father’s Name : Armin A. Sumagaysay
Mother’s Name : Bernadette T. Sumagaysay
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Teriary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Science, Technology, Engineering, and Mathematics
Saint Michael Academy
Catarman, Northern Samar
With Honors

2014 - 2018 Junior High School

Saint Michael Academy
Catarman, Northern Samar
With Honors

2007 - 2014 Elementary

Daganas Elementary School
Catarman, Northern Samar
With Honors
PROFESSIONAL CERTIFICATION

March 2025 Career Service Eligibility – Professional Level

LEADERSHIP AND ORGANIZATIONAL AFFILIATIONS

2024 – 2025 Vice President for Technical Affairs, Junior Philippine

Society of Mechanical Engineers - Unified Chapters of
the Visayas

2024 – 2025 College of Engineering Representative, University of

Eastern Philippines Student Council

2024 – 2025 President, College of Engineering Junior and Senior

Classes Organization

2024 – 2025 President, Junior Philippine Society of Mechanical

Engineers - University of Eastern Philippines Chapter

2024 – 2025 Public Relations Officer, Junior Philippine Society of

Mechanical Engineers - Unified Chapters of the Visayas

2024 – 2025 Vice Chairman for External Affairs, Junior Philippine

Society of Mechanical Engineers - Eastern Visayas
Cluster

2023 – 2024 Treasurer, Junior Philippine Society of Mechanical

Engineers - University of Eastern Philippines Chapter

2023 – 2024 Treasurer, College of Engineering Junior and Senior

Classes Organization

2023 – 2024 School Representative, Junior Philippine Society of

Mechanical Engineers - Eastern Visayas Cluster

2023 – 2024 Board of Directors, Junior Philippine Society of

Mechanical Engineers - University of Eastern Philippines
Chapter

TRAININGS AND SEMINARS

April 2025 1st Technical Conference Webinar Series, JPSME

Central Luzon Cluster

April 2025 Introduction to Mold Assembly using NX, DOST

Metals Industry Research and Development Center
October 2024 14th PSME Students’ National Conference, JPSME
National

July 2024 On-the-Job Training, Donum Industrial Corporation

July 2024 3rd PSME Visayas Regional Mechanical Engineering

Students’ Conference, JPSME Unified Chapters of the
Visayas

April 2024 PSME Project Management Student Conference,

PSME Project Management Technical Division

December 2023 Innovative Leadership in Mechanical Engineering:

Nurturing Creativity and Problem-Solving, JPSME
National

December 2023 Navigating Solidworks: Unveiling the Core Concepts,

JPSME National

November 2023 Unlocking Potential: The Power of Enriching ME

Career Possibilities, JPSME National

November 2023 Mastering the Podium: Mechanical Engineering

Guide to Public Speaking Excellence, JPSME South
Luzon Cluster

June 2023 2nd PSME Visayas Regional Mechanical Engineering

Students’ Conference, JPSME Unified Chapters of the
Visayas

March 2023 1st JPSME Student Summit, JPSME National

February 2020 Work Immersion Program, Department of Public Works

and Highways
VALLERIE HANNE J. ULTRA
BS Mechanical Engineering

Catubig, Northern Samar

09086407026
vallerieultra483@gmail.com

PERSONAL BACKGROUND

Birthday : February 12, 2002

Father’s Name : Valeriano C. Ultra Jr.
Mother’s Name : Leah J. Ultra
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

2020 – 2025 Tertiary

Bachelor of Science in Mechanical Engineering
University of Eastern Philippines
University Town, Northern Samar

2018 - 2020 Senior High School

Technical Vocational Livelihood - Information and
Communication Technology
Catubig Valley National High School - CVNHS
Barangay 1 Poblacion, Catubig, N. Samar
With Honors

2014 - 2018 Junior High School

Catubig Valley National High School - CVNHS
Barangay 1 Poblacion, Catubig, N. Samar

2007 - 2014 Elementary

Catubig 1 Central Elementary School
Barangay 1 Poblacion, Catubig, Northern Samar
With Honors
TRAININGS AND SEMINARS

July 2024 On-the-Job Training, Staerk Construction Services Inc.

April 2023 PSME Education and Training Master Class on

“Modern CAD for Modern Mechanical Engineering
Design”
University Town, Northern Samar – Via Zoom Platform

March 2023 PSME Education and Training Master Class on

Construction Engineering Project Management
University Town, Northern Samar – Via Zoom Platform

March 2023 1st JPSME Summit 2023 – “Empowering the Next

Generation: Student-Led Innovations in Mechanical
Engineering for a Sustainable Future”
 Modern CAD for Modern Mechanical Design
Engineer
University Town, Northern Samar – Via Zoom Platform