aE GENERAL TRAINING AIR CONDITIONING I 9 @ 2 @ @ Module « Introduction to Air Conditioning GTAC -°F GENERAL TRAINING AIR CONDITIONING MODULE 1 @ INTRODUCTION TO AIR CONDITIONING ‘TABLE OF CONTENTS Section Title Slide No. Page No. Introduction 1-20 1 Heat 21-24 8 Molecules, Heat, and Temperature 25-34 9 Heat Transfer 35-56 13 Kinds of Heat 57-67 20 Glossary of Terms 25 Quiz Key 27, Objectives This program will help you develop skills that will make your job easier and aid you in becoming more successful By studying these materials, you will learn the fundamentals of refrigeration as they relate to air conditioning. Presentation Instructions 1, Obtain necessary audio-visual equipment, air conditioning equipment, handout materials and program work’ books for each participant. 2, Present video section by section. Review, discuss and ask questions at the end of each segment. 3. Show slides to highiight topics of importance and emphasize the basic learning block approach. 4, Distribute and review handout materials (see suggested list of handout materials below). 5. Administer quiz, then review using slide/page references noted in the quiz key. 6. Certificates of Achievement are available through Literature Distribution. Handout Materials/Additional Training Materials (Available through Literature Distribution.) 1. ABC's of Air Conditioning (siides/cassetterbook) Catalog No. 020-436 Companion Book to ABC's of Air Conditioning Catalog No. 020-435 2, Basic Refrigeration Cycles, Reciprocating, Catalog No. 020-452 Centrifugal & Absorption (1/2" VHS video) Companion Book to Basic Refrigeration Cycles Catalog No. 020-451 Self Instruction When using this program for self instruction, review the video tape, read the workbook in its entirety, and complete the quiz. Quiz answers with paragraph references are located in the quiz key. Copyright © Carrier Corporation 1991INTRODUCTION e The GTAC Program feu Cealy @ the GTAC Programis divided into wo parts. The ten modules of Part | provide the information and foundation you will need to understand the basics of © air conditioning. The nine modules of Part II contain more advanced material on mechanical air condi- tioning systems. To insure your understanding of the material, an- swer the SKILLS CHECK questions scattered throughouteach module. Consultwith yourinstructor if you need additional help. By reviewing the STUDENT SKILLS INVENTORY at the end of this module, mastering the material, and checking your knowledge through the SKILLS CHECKS, you will be using the “building block” learning process effectively. It is important to un- derstand the material in each building block before moving on to the next In This Module ened ed aa This module is an introduction to air conditioning and refrigeration. Study it carefully. If you do not thoroughly understand the refrigeration process, you will have trouble with later modules. Think of it as building a house on a solid foundation. This module and Module 2 lay the foundation for the remainder of the program. They contain the eight foundation blocks shown in this diagramBackground ES Cooling as a means of extending the usefulness of foods, or providing us with comfort, has been known for hundreds of years. In the earliest days, cooling was a luxury available only to the privileged and was obtained primarily by using naturally-pro- duced ice. In the winter, ice from lakes and ponds was cut and stored in insulated storerooms for use during the summer. Most of this natural ice was sed for food storage in stores, restaurants and homes. Just prior to the end of the 18th century, “man-made” ice appeared. The first mechanical, domesticrefrigerators were marketed around 1910. Since then, refrigerators and freezers have moved from luxury items to necessities. Today, practically every home has one or more. The term air conditioning, as you will learn, encompasses several methods af conditioning air For now, we will focus only on the cooling aspect of air conditioning. In this sense, air conditioning is a formof refrigeration. Although modern air condition- ing was developed before 1949, it became increas- ingly popular in theaters, offices and automobiles in the 1950's. With more and more people accus- tomad to air conditioned offices and cars, it was natural for them to want air conditioning in their homes. Today inthe U.S., over 70% of homes have air conditioning, although in warmer areas this figure exceeds 0%. Making it Easy Cree To understand air conditioning, we must first understand the principles of refrigeration. There are hundreds of types of mechanical refrigeration sys- tems, with many different component arrange- ments. If you try to learn refrigeration by learning about each one of these, you will have a very long and difficult task ahead of you. On the other hand, if you work diligently at learning the basics of refrig- eration presented in the first three modules of this program, you willbe able to understand any type of refrigeration system. That's because the principles of mechanical retrigeration and the essential com- ponents of asystem are the same no matter how big or small the system and no matter how things are packaged within that systemQweit begin by teaming about the things all refrigeration systems have in common. Then you will find it easy to determine what makes one system differ from another. ‘As shown in the schematic diagram, a mechanical refrigeration system has four basic components: the evaporator (or indoor coil), the compressor, the condenser (or outdoor coil), and the meter- ing device. A fluid (a liquid or gas), called the refrigerant, is e@ circulated through each component for the purpose of removing heat. It flows between components, through refrigerant piping, in the direction indicated by the arrows, os = ns ire order in which it lows through the fou components is always the same for cooling app! cations. This diagram shows how a system may look in a real installation, © What is Refrig » What Does It Do? © What Form Does It Take? @eetore we study the eight building blocks that form the foundation of refrigeration, we'll consider three important questions: 1) What is refrigeration? 2) What does it do? 3) What forms does it take? Refrigeration ... Definition a WHAT IS IT? REFRIGERATION IS. COOLING BY THE Lit fe) io laa vg Osimply defined, retrigeration is cooling by the ‘emoval of heat. Heat is a form of energy that man cannot destroy. Therefore, when heat is “re moved,” itis really transferred from a place where i is not wanted to a place where it is less objec: tionable, Even though we tend to think of refrig- eration as a way of producing coldness, we should really think of it as a process of moving heat‘When heat is moved, the temperature of the Substance it moved from drops, while the tem- perature of the substance it moves fo rises. Let's look at two practical ways this principle applies in refrigeration cs ‘The first is a living space cooled by a central air conditioning system. In order to cool the space, heat must be moved from the air indoors to the air outdoors. This happens in several steps, as we will explain. As shown in 1, the heat is moved from the indoor air to the refrigerant circulating through the evapo- rator. This causes the temperature of the air moving over the evaporator to drop. Now in 2, the heat is absorbed by the refrigerant in the evaporator and is moved along to the condenser. Then the heat moves from the refriger- ant to the outdoor air. This causes the outdoor air temperature to rise as it flows over the condenser. Then as shown in areas 3 and 4, with the heat removed from the refrigerant, itis circulated back to the evaporator to repeat the process. A refrigerator is another example of how heat movement by refrigeration is related to space tem- perature. To keep food cold and avoid spoilage, heat must be moved from the food fo the air in the room. As in the air conditioning example, this hap- OQ pens in several steps. First, the heat moves from the food into the surrounding cooler air. This increases the tempera- ture of the air and decreases the temperature of the food Next, the heated air moves into the refrigerant cir @ culating through the evaporator coil. This causes the ‘temperature of the air coming off that coil to drop.That heat is then moved along by refrigerant flow to the condenser coil (underneath) where it is moved from the refrigerant to the room ai circulating over that coil. This causes the room air temperature to rise. In both examples, refrigeration moved heat, in sev- eral steps, from the place where it wasn't wanted to a place where it was less objectionable. The result was a lowering of temperature in the area from which heat was removed and a rise of temperature in the area to which the heat was transported. Refrigeration ... Types ari laa Naor Lele) 2. Refrigeration Re acrcccee aeons] 4. Low Temperature Refrigeration Both the examples above used mechanical re- {rigeration systems to move heat. Ice or chemicals could also have been used, but throughout this program we will imit our discussion to mechanical refrigeration systems. Mechanical refrigeration ap- plications can be divided into four basic catego: Ties, based on temperature and use. Although this program emphasizes comfort air con- ditioning, we will briefly look at all four applications. atcrcls alii eric EU) PYATATeliNg Lerero)} Humidify MTEC) Eventhough weare focusing on cooling, the term air conditioning means much more than that. Complete air conditioning is provided by a system which willheat, humidity, cool, dehumidity, ventilate, filter and circulate air. Obviously, most systems we call air conditioning do a partial job and are tech- nically not total air conditioning systems. As we study refrigeration systems, we will focus mainly on the cooling function. In spaces occupied by people, comfort air conditioning uses retrig- eration to cool and dehumidify air to achieve “comfortable” conditions. The temperature and humidity conditions accepted as “comfortable” by the Industry are 68° to 78°F (with 75°F as a typical goal) and 20% to 60% rel- ative humidity (with 50% as a goal)Refrigeration refers to a mechanical retrigera- tion process to cool and freeze foods. It also involves the production of ice for commercial uses, such as ice rinks and ice storage. Grocery stores make extensive use of mechanical refrigeration. There we find coolers for dairy prod- ucts, produce, and meats set at about 35° to 45°F, as well as freezers at -20° to +30°F. Household refrigerators and freezers are smaller versions of the systems found in grocery stores, Many of the basic concepts taught in this program will apply to these types of equipment as well While comfort work has people as its object, process air conditioning has things as its object. Process work seeks to condition air as necessary to make the production process more effective Applications are found in the manutacture of tex- tiles, printing, electronics and pharmaceuticals where precise temperature, air cleanliness, and other con- ditions are critical. Textile manufacturing, for ex- ample, requires an atmosphere with relatively high moisture content, while multicolor printing demands constant temperature and humicity. Low temperature workordeep refrigeration, as it is sometimes called, uses mechanical refrigera- tion to cool and freeze a variety of materials for industrial and medical purposes. The temperatures produced are usually below 0°F and sometimes even go below -300°F. Examples of its use include cryogenics (the study of low temperatures), environmental testing, space simulators, metallurgy, and gas liquification. We will not apply the basics of refrigeration pre- sented in this series to process or low temperature work. STOP! Review Skills Checks. Circle those skills that need additional work. Go back and review those sections once againSKILLS CHECK 1 INTRODUCTION 1. Air conditioning is a form of refrigeration. T or F? 2. When heat is moved, the temperature of the substance it moved from: a. Rises b. Drops «. Stays the same d. None of the above 3. Mechanical refrigeration systems have all the components listed below except one. Which one does not belong? a. Arefrigerant b. A low side tloat valve c. An evaporator d. A condenser 4. Define refrigeration Since man cannot destroy heat, when we say refrigeration *removes" eat, we are really saying it heat. 6. List two examples where mechanical refrigeration is used. a » 7. There are four basic categories for the use of mechanical refrigeration. Which of these is NOT one of them? a. Comfort air conditioning . Refrigeration . Room air conditioning d. Process air conditioning e. Low temperature work (deep refrigeration)Inorder to understand the refrigeration process, itis necessary to understand heat. Heatis a form of energy which can exist onits own ‘and can be moved from one place to another. Itis not matter existing as a solid, liquid, or gas so it cannot be measured by weight or volume. It must be mea- sured in a different way, which we will discuss in @ moment, Heat can also come from other forms of energy. For example, appliances that use electricity generate some heat. This heat can build up in a space as a cooling load which needs to be moved out of that ‘space. Sunlight and artificial lighting can be a large portion of the heat moving into a building. The electrical energy in light bulbs and fluorescent lighting ballast tums into heat. Transformers, electric motors, watercoolers, and refrigerators also release heat. CHEMICAL Some chemical reactions, as well as all devices with a flame, release heat, thereby adding to the cooling load. Four kinds of energy —light, electrical, chemical, can become heat which we define as a cooling load. Even people produce heat in varying degrees ‘according to their activity. The number of people in an area must be considered when determining the cooling loadWhen we think of heat we tend to think of tem- perature, but temperature doesn't really measure heat content. To understand this, we need to look closely at matter. In the discussion that follows we will be referring to R-22, a common refrigerant. LIQUID Inthis example, we see that the smallest particle with all the qualities of R-22 is a molecule. This is true of any substance, whether gas, liquid or solid. The diagram shows several molecules of R-22, as a liquid at -20°F. At this temperature, the mol ecules are vibrating at a certain speed or velocity, they are a certain distance apart, and they are arranged in a particular way. ‘The density of a substance is a measure of how tightly packed its molecules are. It is measured in ‘weight per unit of space or volume; for example, pounds per cubic foot. , the les move a litle farther apar The density of the liquid refrigerant has changed very little. Temperature indicates the average velocity of the molecules of a substance. Any pure substance is able to change its state. Solids can change to liquids and liquids can change to vapor and back again. These changes of state ‘occur under a specific combination of temperature ‘and pressure conditions for each substance, wyee es TT MOLECULES, HEAT, AND TEMPERATURE 1 dk OC eg od en ° LIQUID VAPOR 40F @69PSIG D The retrigerant R-22 changes from a liquid to @ Vapor at 40°F and a pressure of 69 PSIG, for example. Therefore, as we continue to heat the R22, it will eventually turn into a vapor or gas. Notice how much farther the molecules are separ- ated as a 40°F gas than they were as a 40°F liquid, There has been a huge change in density during this latent heating process. The R-22 molecules will be about 52 times farther apart as a gas than as a liquid, This separation causes the density to de crease about 98% from what it was as a 40°F liquid. The change of state causes a big change in spacing and arrangement but very little change in the velocity of the molecules. R — 22 40F@sgpsic LIQUID ‘Temperature Does Not Measure the Sp: ‘Arrangement of Molecules Within a Subs VAPOR @®A creat deal of heat is required to achieve this Tew spacing and arrangement of molecules, but it doesnt show up on the thermometer. This heat remains in the refrigerant as long as itis a vapor. 10 Temperature does not measure the spacing and arrangement of molecules within a subsiance. The heat that can be measured by temperature can be sensed bya thermometer, andis called sensible heat. The heat that cannot be measured by tem- perature, likewise can not be sensed by a thermom- eter, and is called latent heat. Latent heat is the amount of heat that is lost or absorbed into a substance such as R-22 in order to change its state, RlelU) [een ace 10) Sn elas Ree HEAT Pens HEAT ae co © The total heat contained in our sample of R-22 gas at 40°F is equal to its sensible heat plus its latent heat. This is true of any substance. Often the latent heat ina gas is greater than the sensible heat. For that reason, itis important in refrigeration that we measure total heat. This measurement is expressed in BTU's, and is discussed in Module 2 © Technically, anything above about -460°F (abs lute zero) contains some heat. Cold, therefore, isreally a relative term. From a human viewpoint, ice feels cold to the touch because skin temperature is about 92°F and the ice is 32°F or below. The ice is only cold in comparison with a finger. @ Likewise, from the viewpoint of the outdoor unit on a central air conditioning system, 95°F air is relatively cool. The R-22 refrigerant circulating through its tubes is about 120°F, which is much warmer than the outdoor air. Since the goal in mechanical refrigeration controlling the movement of heat, the right question to asks, “How much heat ‘energy doesitcontain? "rather than, "How coldisit? Temperature Defined ™ pea cea sounds) Ue ©@ Temperature is the measure of the intensity of heat ina substance. It can also be thought of as the degree of heat of a substance. It does not measure the heat energy which was required to change the state of a substance from a solid into aliquid or from 4 a liquid into a vapor. In other words, temperature measures sensible heat, but not latent heat. Beau ese te rong ABSOLUTE ZERO re © The two scales used in refrigeration service work for measuring temperature are the Fahrenheit scale (expressed in degrees F) and the Centigrade scale (expressed in degrees C). The boiling point for water al sea level is 212°F or 100°C. Its freezing point is 32°F or O°C. A comfortable 75°F room is about 24°C. Since Fahrenheit is the most com- monly used temperature scale in the USA, we will use it throughout this program @sroP! review skills Checks Circle those skills that need additional work. Go back and review those sections once againSKILLS CHECK 2 HEAT — MOLECULES, HEAT AND TEMPERATURE 1. Heat is a form of 2, List four forms of energy that turn into heat energy in air conditioned (cooled) spaces: a c b. d 3, Heat produced by human bodies is an example of energy 4. As the temperature of any substance increases, the molecules which make it up vibrate: a. Faster b. Slower ©. Atthe same speed d. Faster for some and slower for others 5, When a substance changes state from a liquid to a gas, the spacing of its molecules Decreases greatly Decreases slightly Increases greatly Increases slightly aeon 6. Using the word “molecule,” give a simple definition of density. 7. One pound of refrigerant will take up the most space Asa solid because it has the lowest density As a solid because it has the highest density As a liquid because it has the lowest density ‘Asa liquid because it has the highest density As a gas because it has the lowest density As a gas because it has the highest density sea0gD 8. Place a check mark by the things temperature measure: a. Latent heat b. Sensible heat . Spacing and arrangement of molecules in a substance 4. Speed of vibration of molecules in a substance 9. Define temperature. 10. Name the two scales most commonly used to measure temperature, a b. 12HEAT TRANSFER ... FOUNDATION BLOCK 3 ® Heat Transfer Defined ENERGY FLOWS “DOWNHILL” Te a 4 Heat transfer is also called heat exchange, heat | €1)) Like all forms of energy, heat flows from a high flow and heat flux. Itis the movement of heat from | energy level to a lower energy level. It might help to one place to another, ether within a substance or | think of heat as flowing *downhil” ust ke water, Oo between substances. If the water level is the same for two ponds connec- ‘Since mechanical refrigeration is the movement of ted by a channel, there is no water flow between heat, heat transfer is the business of refrigeration _ them. If oneis higher than the other, water flows to service people. the pond at the lower level. Earlier, we connected the idea of refrigeration with Similarly, heat will not flow without a temperature central air conditioning system and a household difference. Then, it flows from a higher energy level refrigerator. Each of these required several steps of (warmer) to a lower one (cooler), Justlike water, the heat transfer to accomplish its purpose. bigger the temperature difference, the fasteritflows. Heat content is not the same thing as heat trans- ae with Tea ener is contained in a substance. Heat transfer, on the other hand, deals with how much heat is mo: from one substance to another. Remember, when heat is transferred, the heat content of the source substance drops by the same amount that the heat Content of the destination substance increases. : j wd 13pag a HEATLOSS In an occupied space in a cold climate, heat will | ‘low out. This is a heat loss. When it is hot outside, heat flows from the hotter ‘outdoor air into the cooler indoor air, This is a heat gain. If the indoor and outdoor temperatures are the same, no heat will flow. There is neither heat loss from the space, nor heat gain into it. Likewise, if the temperature of the air that pas ‘over the coilis higher than that of the retrigerar ihe col be 1 , heat will flow from the air into refrigerant. The coll, in this case, provides cooli capacity. If the refrigerant temperature is equal to that of the air flowing over the coil, there is no heat trans- fer, and therefore no cooling capacity is provided by the coil. 14 If the air temperature is lower than that of the refrigerant in the coil tubes, heat will flow from the refrigerant inside the coil to the air moving ‘over the coil. Since the air is heated, we can say that the coil provides heating capacity in this situation. Methods of Heat Flow 1, Conduction Pam OLN -Fe tLelA) 3. Radiation ) There are three different means by which heat/ flows. All three play a part in mechanical retrig eration, and work together to make heat transfer happen. Heat is transferred by conduction, convection, and radiation. We'll look more closely at each of these by first defining the term and then by viewing each method as it occurs in three settings: first, in nature; second, as it appears in a space — as load; and finally, as it applies to equipment — ascapacity. Innature, we don'tsee the forms neatly separated. They are generally mixed together.‘Conduction is the transfer of heat from mol- ecule to molecule through a substance by chain collision. Heat added at one place causes the tem- perature of the substance being heated to go up because the molecules move about more rapidly. These high velocity molecules start a chain collision with molecules nearthem. The chain reaction moves throughout the material. While conduction takes place in gases and liquids, it works best when molecules are closely packed, as they are in solids, If one end of an iron bar is kept in a flame, con- ‘duction eventually will cause it to become too hot to hold. Conduction through roofs, walls, windows and doors is what allows heat to enter a tightly- sealed house as cooling load. Conduction is also what allows a cooling coil to provide the capacity to cool the air. 1e cold Convection is heat transfer by the movement ‘F flow of molecules from one place to another. IN NATURE Convection currents are easy to see in a pan of water being heated on a stove, especially just before boiling begins. Natural convection currents like these are also called “density currents” because their movement is caused by differences in fluid density, which are a result of temperature differences. Less dense fiuids tend to rise, while more dense fluids fallIn cold climates, convection causes heavy, cold air to form a downdraft off outside walls and espe- cially windows. As new air rushes in behind that which falls off the windows, heat is transferred from above the windows down to the windows, where it becomesaheatioss (heatload) for the space. inthis case, convection causes discomfort because of the cold “puddle” of air which builds up on the floor. Convection canalsobe at workasheating capac- ity when abaseboard heateris installed belowacold window. As the less dense, heated air moves upward, it takes heating capacity to the load at the window, wall and ceiling. As the air molecules lose their heat energy, they become colder and more dense, falling toward the floor. Cold air moves into the heater to make up for the warm air moving up; this solves the downdraft and cold puddle problem. Radiation is the most common, and least un- derstood, method of heat transfer. It is most com- mon because most of the heat energy of our planet comes from solar radiation. It is least understood because radiant heat can't be defined in terms of colliding and moving molecules. Radiant heat usu- ally behaves as a wave form of energy, but it also possesses some qualities of energized, moving particles, Se Radiant heat has the ability to pass from one place to another without heating up the area in be- tween. For example, a camper sitting in front of a fire on a cold night can get warmed even though the air between him and the fire remains cold. This is because radiant heat can only heat what it hits. As a result, the camper's front side is warmed but his back remains cold. 16Radiant heat can only heat materials into which it is absorbed. The camper will get warmest by wearing dull, black clothing and will remain coldest by wearing reflective clothing — other things being equal. This is why people in hot, sunny clim: tend to wear white clothing. White is a good ret tor of the sun’s radiant heat eneray. 4 Solar radiation comes through windows in a building, strikes walls, floors, furniture and people. andis absorbed by them. As itis absorbed, itheats up the space and becomes a cooling load which may need to be removed by cooling equipment. Radiant heat is sometimes used to provide hes ing capacity from overhead as a method of warming people or products, without heating the air in be- tween, or the entire area. Radiant heat is almost al- ways seen in combination with other forms of heat. Materials Heat transfer can be greatly affected by the mate- rials selected in constructing buildings and heat transfer equipment. Conduction, convection, and radiation are all affected by materials, but we will focus our attention on conduction because it affects usinamajor way in refrigerationload.and equipment. ra Trees icers mel Materials which help heat move by conduction | are called conductors, Those which retard it are called insulators. Good insulators make poor conductors and vice versa. Uwe) = te We use good conductors when we want heat to be transferred. We use good insulators when we want heat to stay where itis. For example, we put fiberglass insulation in our attics to help keep heat trom escapingCONDUCTORS ‘Asageneral rule, materials thatconductelectricity well will also be good thermal conductors. Metals are good conductors. Silver and gold are excellent, out Not very practical for use in heating and refrigeration equipment. Copper is nearly as good a conductor as silver and has the advantage of being much less expensive. Aluminum, among other common met- als, is also an excellent conductor and is relatively inexpensive. That's one reason most heat transfer coils are made of copper tubes with aluminum fins. This arrangement speeds heat transfer from the air into the refrigerant within the cooling coil, or from the fluid within a heating coil into the air flowing over it. Since copper and aluminum tend to melt under intense heat, steel or cast iron is often used for heat exchangers on diectited heating equipment Ike, the furnace shown here. A good conductor speeds | ‘the heat transfer from the flame to the air flowing ‘over the outside of the heat exchanger. Baap CORK PRODUCTS WOOD PRODUCTS Trapped air is one of the very best insulators avall- ‘able. Examples include expanded polystyrene | Bee ae and cellulose insulation, and dead: ‘spaces such as those found between the panes of a sane is, are also good insulators. _ Since insulators slow down heat transfer by con- duction, they are used in buildings both above and belowground, as shown by the arrowsinthisdiagram. The cabinet of cooling coils is often insulated to prevent the casing from becoming so cold that water in the air condenses on the autside, causing “sweating.” The casings of furnaces are often insu- lated to prevent the outside from becoming so hot that itis dangerous to people or the building, ‘STOP! Review Skills Checks. Circle those skills that need additional work, Go back and review those sections once again. 18 ,SKILLS CHECK 3 HEAT TRANSFER 1. Define heat transfer. 2, When we compare heat content to heat transfer, which thing(s) are true? a. They mean the same thing. b, Heat content tells how much heat is contained in a substance. cc. Heat transfer tells how much heat is contained in a substance. d. Heat transfer tells how much heat is moved from one substance to another. 3. Heat flows downhill. This means: a. It falls off a hot surface to the floor b. It naturally flows from a colder to a warmer substance. c. Heating ducts should slope downhill ¢. It naturally flows from a warmer to a colder substance. 4. Alivingroom in a house is Kept at 70°F. When it is 20°F outdoors, which item(s) below demonstrate heat flowing “downhill?” a. Heat flows from the outdoor air to the outside wall 'b. Heat flows from the indoor air to the outside wall . Heat flows from the outside wall to the indoor air. . Heat flows from the outside wall to the outdoor air. 5. Acooling coil has 40°F refrigerantinside its tubes while 80°F air passes overt. Because heat flows “downhill,” it will move from: a. The air directly to the refrigerant. b. The refrigerant into the metal surface of the coil c. The coil surface into the air 4. The air into the coil surface. 6. The three ways heat is transferred are called . and 7. Fill the spaces with the most commonly associated heat transfer method. a. Sunlight is an example of b. A gas-fired furnace relies upon to take the heat of the flame through the metal ofits heat exchanger to the air passing over it. ©. The air which is circulated through an air conditioned space moves heat by d, The currents you see in a cup of hot coffee, tea or chocolate are caused by 8. Materials that help heat move by conduction are called . 9. Which one of these is a good insulator and, therefore, a poor conductor? a. Water b. Aluminum c. Polystyrene 4. Copper 19For practical purposes, all materials possess heat energy. As we have already seen, thi For example, when a pan of water at 32°F is, placed on a stove and heated so that the tempera- ture climbs from 32°F to 212°F, it is a sensible heating process. The temperature has changed, but the state (liquid) has not. No boiling has occurred change of state at a constant temperature. Ifthe pan of water at 212°F is further heated, it will begin to boil. As heat is added, it will continue to boil until all the water turns to steam (gas). While it boils, the temperature stays at 212°F. This isa latent heat- ing process. The temperature does not change, but the state changes from a liquid into a gas. As we saw earlier, much energy will go into separating and rear- ranging the water molecules to make the liquid a gas. A characteristic of a refrigerant i its ability to boil that is, tochange froma liquid toa gas atalow temperatureFor example, the water at 32°F contains the sensible heat needed to warm solid water (ice) to its melting point (32°F). It also contains the latent heat needed to melt the 32°F ice into 32°F water. 2t Both sensible and latent heat enter spaces and become a cooling load which must be removed by Radiant heat also adds sensible heat to the air as sunlightenters through windows andis absorbedby objects inside. Sensible heat is also added to the air by people, lights and cooking. Latent heat is added by anything that tums water into vapor — cooking, for example. Even though such latent heat additions don't raise the indoor air temperature, they increase its relative humidity. The total heat entering a space is the total cooling load for that space. It contains the sensible heat (sensible cooling load) plus the latent heat (latent cooling load). & wd)Sensible heat in a warm house moves into the cold refrigerant of a cooling coil as the air flows over it. The coil is providing sensible cooling capacity as it removes sensible heat from the air, reducing the air temperature from 80°F to 53°F. This process also removes latent heat from the air as the water vapor in the air changes state to a liquid and con- denses on the cold coil surface. This is the same thing we observe when water vapor condenses on the outside of a glass of iced tea. The air coming off the coil is not only colder, but is also drier than when itentered. This process allows the air to absorb both sensible and latent heat when it enters the space, Heating coils add sensible heat to indoor air. In ‘Such cases, the coil provides heating capacity. For example, air returning from the heated space at 70°F is heated to 95°F as heat {rom the fluid inside the coil is conducted to the cooler air flowing over the coil 22 Azorei (e) a ye Latent heat transfer is the main way mechanical refrigeration systems move heat. This closeup look of a cooling coil shows how cooling of the air is accomplished. Liquid refrigerant in the indoor coil tubes boils at a fairly constant temperature. As the refrigerant flows back and forth through the coil tubes, more and more liquid refrigerant boils away unti itis all gas. The latent heat required to boil this refrigerant is taken from the air into the refrigerant, thus cooling the air. This boiling process is called evaporation in the refrigeration business. The coil where evapo- ration takes place is called the evaporator. The latent heat transfer process happens at a low temperature because of the nature of the refriger- ant and the low pressure in this part of the system,INDENSING @ tris diagram shows how latent heat transter is used to heat the air. Refrigerant in the outdoor coil condenses (from a gas into a liquid) at a fairly constant temperature. As the refrigerant flows back and forth through the coil, more and more of it condenses from a gas into a liquid until it becomes completely liquid. The latent heat required to condense this gas is rejected from the refrigerant into the air, thus heat: ingtheair. intherefrigerationbusiness, this process QO is called condensation. The coil where condens: tion takes place is called the condenser.The tem- perature at which condensation happens is higher than the temperature for evaporation because the pressure in the condenser is higher than itis in the evaporator. Coming Up Next MODULE 2 Be SU ae oleae ) Measuring Heat Clea R ers Rate of Heat Transfer Sees) oD vericcuie2 ronperatie and Pressure you study the remaining foundation blocks you need to develop a basic understanding of air conditioning and refrigeration. In Module 2, you will gain an understanding of temperature and pressure and how they are measured. Taking Stock REVIEW SKILL CHECKS Eyl) STUDENT SKILLS INVENTORY SHEET @®now is a good time to take stock of what you have gained during your study of this material. Re- view the skills shown on the STUDENT SKILLS INVENTORY at the end of this module. it should encourage you that you have many more of these skills now than when you first began this module. There are probably some areas that need addi- tional review. Repetition is a normal part of the learning process. Why not circle those areas that need additional work? Go back and review those sections once again, then answer the SKILLS CHECK questions that apply. You have been introduced to many new terms in this module. It is important for you to be able to speak the language of refrigeration. Using the Glossary at the back of the module, you can check your understanding of terms. Keep the Glossary handy for speedy reference. Keep this module in a handy place so you can refer to it whenever you need itSKILLS CHECK 4 KINDS OF HEAT TorF? 1. A sensible heat change always causes a change in temperature. 2, Alatent heat change always causes a change in molecular spacing. 3. A thermometer can be used to measure a latent heat change. 4. 5. ‘There is a change of state in a substance whenever latent heat is added to it or removed from it. Define sensible heat. . Define latent heat. Total heat = —_ Below are listed some things that cause a change in the heat content of the air within a space. Put an “S" by those that cause only a sensible heat change and an *L” by those that cause a latent heat change. a. b. °. 4. e. f 9. To the refrigerant mechanic the most important type of heat is: a. Sensible, because most heat enters and leaves spaces that way. b, Latent, because the machinery moves most of its heat that way. c. Latent, because most heat enters and leaves spaces that way. d. Sensible, because the machinery moves most of its heat that way. . Paople perspiring and breathing in a space 9. Sun shining in through a window . Hot food brought into a space ___ Heat coming in through a hot roof Heat from lights Heat irom electric appliances and motors ___ Outside air brought in for ventilation 24a a a a TT GLOSSARY OF REFRIGERATION TERMS ABSOLUTE PRESSURE: Pressure measurements which are compared to absolutely no pressure at all —not even atmospheric pressure; e.g. PSIA and in. Hg Abs. AIR CONDITIONING: The treatment of air temperature, humidity, cleanliness and circulation s0 as to achieve a controlled, desired result ATMOSPHERICPRESSURE: Thepressure exertedonallthingson he Eats surface thatare a resultolthe weightof our atmosphere. BAROMETRIC PRESSURE: Samo as atmospheric pressure. The absolute pressure read on a barometer ininches of mercury BTU (British Thermal Unit): The amount of heat required to raise the temperature of 1 pound of water 1°F. A quantily of heat BTUH (BTU's per hour): The basic small unit for moasuring the rate of heat transfer. CENTIGRADE (Represented as degrees *C"): The scale of temperature measurement most commonly used Worlduide. COLD: Having less heat energy than the object against which tis compared. A relative term for temperature COMFORT AIR CONDITIONING: Conditioning air so that iis comfortable to its occupants COMPOUND GAUGE: A service gauge that has both pressure and vacuum scales, CONDENSATION: The process by which a gas is changod into aliquid at constant temperature by heat removal CONDENSER: A heat exchange coll within a mechanical refrigeration system used to reject heat from the system. The coll where ‘condensation takes place. CONDUCTION: A means of heat transfer whereby heal is moved from molecule to molecule of a substance by a chain collision of those molecules. CONDUCTOR: A material which facilitates heat transfer by conduction Qcowvecron Heat transfer within a fuid by the movement of heated molecules from one place to another. COOLING LOAD: Heat which flows into a space from outdoors andlor indoors. DEEP REFRIGERATION: Seo LOW TEMPERATURE REFRIGERATION, DENSITY: The mass (weight) of a substance per unit volume, measured in pounds per cubic foot for gases (lb/ou.). DENSITY CURRENT: Fluid flow caused by diferences in the density in warm versus cool areas of the body of fuid DESIGN COOLING LOAD: The rate at which heat flows into a space on a design day. The design day usualy presents the space with 95% or more ofits highest possible load. ENTHALPY: Total heat content expressed in BTU per pound of the substance (BTU). EVACUATION: The process of removing air, moisture, and other gases from the inside of a retigeration system. EVAPORATOR: A heat exchange coil within a mechanical refrigeration system used to absorb heat.into the system. The coll where ‘evaporation takes place. FAHRENHEIT (Represented as degrees "F"): The scale of temperature measurement most commonly used in the United States of America, FLUID: Any substance in is quid or gas state, GAUGE PRESSURE: The pressure measured on a gauge, expressed as PSIG or In. Hg, Vac. Pressure measurements which are ‘compared to atmospheric pressure. HEAT CONTENT. Ts mo! x ny pessoas faxT enon es Hear VenTFlow cwoHenr ren HEAT TRANSFER Th neon etree one bowen oat on sen 25HEATING CAPACITY: Tne rate at which a device can add heat to a substance, expressed in BTUH. e INCHES MERCURY, ABSOLUTE (Expressed "In. Hg. Abs.”): The scale used to measure absolute pressures equal to or below ‘atmospherie pressure, Also used for weather reporting and forecasting, INCHES MERCURY, VACUUM (Expressed "In. Hg. Vac."): The scale used to measure gauge pressures equal to or less than atmospheric pressure. INSULATOR: A material whict inhibits heat transfer by conduction. LATENTHEAT: The energy of molecular separation and arrangement. Itcannot be measured with a thermometer. Associated with change of state of a substance. LATENT HEAT OF FUSION: The heat required to change 1 pound of a substance trom 2 solid toa liquid at its melting temperature. Measured in BTU. LATENT HEAT OF VAPORIZATION: The heat required to change 1 pound of a substance from 2 saturated liquid into a saturated vapor. Measured in BTU, LOW TEMPERATURE REFRIGERATION: The application of mechanical refrigeration for maintaining very low temperatures (usually below 0°F} MOLECULE: The smalest particle that makes up any substance and has alts qualities. PERFECT VACUUM: The absolute absence of any pressure, even atmospheric (0 PSIA or 0 In. Hg. Abs. or about 30 In. Hg. Vac) POUNDS PER SQUARE INCH ABSOLUTE (Expressed PSIA): The scale used to measure absolute pressures that are equal to oF ‘above atmospheric pressure. POUNDS PER SQUARE INCH GAUGE {Expressed PSIG): The scale used to measure gauge pressures that are equal 0 or above ‘almospheric pressure. PRESSURE: Fc psrint ot rea PROCESS AI CONDITIONING: Censterngasothetapotitcanbe erty mantues, manne orconctes, AATE: How as someting postes.O:curencesperuntt ine. TUR REFRIGERANT: A fluid (liquid or gas) that picks up heat by evaporating ata low temperature and pressure. It gives up heat by condensing ata higher temperature and pressure. ‘= SATURATED LIQUID: A liquid that contains all the heat it can hold without changing into a vapor. SATURATED VAPOR: A vapor that contains al the heat it can hold without becoming superheated SATURATION TEMPERATURE: The bolling point of a refrigerant. Itis dependent upon pressure, ‘SENSIBLE COOLING CAPACITY (Expressed in BTUH or tons): The rate at which a retigeration system can remove sensible heat ‘SENSIBLE HEAT: The energy of molecular motion. Measured with a thermometer. Associated with a change in temperature, SPECIFIC HEAT (Expressed BTU!bF): The amount of heat required to raise 1 pound of a substance 1°F. ‘SUPERHEATED GAS: A gas at a temperature above the saturation temperature of the substance. SUBCOOLED LIQUID: A liquid at a temperature below the saturation temperature of the substance, TEMPERATURE: The measure ofthe intensity of heat that a substance possesses. TON: The basic large unit for measuring the rate of heat transfer (12,000 BTUH) TOTAL COOLING LOAD (Expressed in BTUH or tons): The rate at which total heat enters a space. TOTAL HEAT: Sensible plus latent heat. 26ES QUIZ KEY o SKILLS CHECK 1 1. True (Paragraph 4) 2b (Paragraph 10) 3b (Paragraph 6) 4. Refrigeration is cooling by the removal of heat. (Paragraph 9) 5. Moves or transfers (Paragraph 9) 6. Air conditioner; refrigerator (Paragraph 11, 12) Ze (Paragraph 14) SKILLS CHECK 2 1. Energy (Paragraph 21) 2. Light, electricity, chemical energy, mechanical energy (Paragraph 22) 3. Chemical (by process of elimination) (Paragraph 22) 4 Faster (Paragraph 26) 5 (Paragraph 27) 6. Density is a measure of how tightly ® packed the molecules of a substance are. (Paragraph 25) 7 e (Paragraph 27) & bd (Paragraph 28) 9. Temperature is a measure of the intensity of heat a substance possesses. (Paragraph 32) 10. Fahrenheit (F); Centigrade (C) (Paragraph 33) SKILLS CHECK 3 1. Heat transfer is the movement of heat from one place to another. (Paragraph 35) 2 bd (Paragraph 35) 3d (Paragraph 36) 4. bd (Paragraph 37) 5d (Paragraph 38) 6. Conduction, convection, radiation (Paragraph 39) 7. a, Radiation — d. Convection b. Conduction . Convection (Paragraph 39-49) © 8 Conductors (Paragraph 50) gc (Paragraph 54) 27QUIZ KEY SKILLS CHECK 4 @ wT (Paragraph 57) 27 (Paragraph 59) 3. F (Paragraph 59) aT (Paragraph 59, 60) 5. Sensible heat is the heat of molecular motion. (Paragraph 57) 6. Latent heat is the energy of molecular separation and arrangement (Paragraph 59) 7. Total heat is the sum of sensible heat and latent heat. (Paragraph 61) 8. Lfora,c,g;S for others (Paragraph 63) 9b (Paragraph 66) 28STUDENT SKILLS INVENTORY — o) INTRODUCTION TO REFRIGERATION Atthe conclusion of your study of the material in this module, you should be able to: 1. Explain the purpose of the entire GTAC program (all modules combined). 2. Define the goal of this module. 3. Identify the items that all mechanical refrigeration systems have in common. 4. Define mechanical refrigeration and give two examples of where . List four uses for mechanical refrigeration. Identity the two we will be covering in the GTAC program. . Define heat. used. 5. 6 7. List three forms of energy that turn into heat energy in air conditioned (cooled) spaces. 8. Describe how the motion of molecules is affected by heat. 9. Tell how the spacing of molecules changes during a substance's change of state. 0. |. Compare the amount of space which a substance (other than water) will require in its three stages. (lsitless, more, or the same? Why?) 11. Explain the concept of absolute zero in terms of molecular motion. 12, Tell what temperature will and will not measure ®@ 13. Define temperature. 14. Name the two scales most commonly used to measure temperature. 15. Give a simple definition of heat transfer and give one example. In your example, tell where the heat comes from and where it goes. 16. Explain the difference between heat content and heat transfer. 17. Tell what we mean when we say that “heat flows downhill.” 18. Give an example of heat flowing downhill for a space and also give an example for a coil. Tell where heat comes from and where it goes in each example. 19. List the three ways heat is transferred; give an everyday example of each 20. Relate how heat transfer is affected by insulators and conductors, 21. Give an example of a conductor used in heating or cooling equipment. 22. Give an example of an insulator used in the construction of a building, 23. Explain the difference between sensible heat and latent heat. 24, Give an example of how sensible heat enters a space. Do the same for latent heat. 25, Tell why latent heat transfer is so important in servicing mechanical refrigeration systems. 29