Cit Sio Bsit At112 FLP

FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM i
FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM i
FUNDAMENTAL OF
AUTOMOTIVE AIR
CONDITIONING
SYSTEM
A LEARNING PACKAGE FOR
AT 112 (AUTOMOTIVE AIR CONDITIONING SYSTEM)
Violito D. Espole Jr.

FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM ii
Fundamental of Automotive Air Conditioning System

A Learning Package for AT 112 (Automotive Air Conditioning System)
by
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof may not be reproduced or used in
any manner whatsoever without the express written permission of the author except for
the use of brief quotations in a book review.
Page and Cover designed: Violito D. Espole Jr.
ISBN _________________
First Edition _____________
Published by:
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No (065) 908-8294
jrmsumain.univpres@gmail.com
FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM iii
Course Introduction
Fundamental of Automotive Air Conditioning System is a material which is de-
signed for the Bachelor of Science in Industrial Technology major in Automotive Tech-
nology student. This course provides the students with sufficient knowledge and skills to
analyze basic operating principles, diagnosis, and service of modern automotive heating
and air conditioning systems. It is design to apply environmentally safe refrigerant tech-
nology and applicable legislation. They should be able to demonstrate the use of air
conditioning system diagnostic tools, refrigerant recovery/recycling equipment, and di-
agnostic and repair services. This course will also offer variety of activities that will ac-
quire skills to communicate in both oral and written forms and demonstrate appropriate
work principle with other learners relative to the design tasks and practice safety meas-
ure and housekeeping procedure. Moreover, the use of computer aided communication
like google classroom will be utilized.
In this package, significant documents are included such as course introduction,

course syllabus,, learning guide, learning contract, summative assessments are included
that will provide insights to the students as to what the course is all about, the course
requirements, and what are the activities and assessments to be accomplished.
Moreover, a flexible learning module is also included. It is a material that will pro-
vides the students with sufficient knowledge and skills to analyze basic operating princi-
ples, diagnosis, and service of modern automotive heating and air conditioning systems.
It is design to apply environmentally safe refrigerant technology and applicable legisla-
tion. They should be able to demonstrate the use of air conditioning system diagnostic
tools, refrigerant recovery/recycling equipment, and diagnostic and repair services. This
course will offer variety of activities that will acquire skills to communicate in both oral
and written forms and demonstrate appropriate work principle with other learners relative
to the design tasks and practice safety measure and housekeeping procedures. The use
of computer aided communication like google classroom will be utilized. Composed of 6
units, the flexible learning module is especially designed in enhancing students‘
knowledge, skills and interest in performing a variety of diagnostic procedure and tech-
nique. It provides outcomes-based education model being implemented in both basic
and higher education institutes.
This learning package is distinct from other books because it has the following
major parts:
Course Introduction - It presents the vital information about the course.
Course Syllabus - This provides vital information on the course outcomes,

learning outcomes, activities, assessments, grading system and the course require-
ments.
Learning Guide - This provides significant information as to the students‘

schedules of submitting the output and the course requirements, feedback modality,
FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM iv
communication mechanism, and the contact information of the instructor/professor and

other authorities of the University/Campus.
Learning Contract - It is a document which contains the commitment of the

learners in accomplishing the activities which includes also the Data Privacy Act, plagia-
rism rules, safety reminders, and parents‘ support.
Summative Assessments - These are forms which include the summative as-
sessment plan, summative assessment instructions, and assessment rubrics.
Flexible Learning Module - This is the meat of the package that contains the
front contents, module content (learning outcomes, pretest, content, learning activities,
and assessments), and the back contents.
- The Author
FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM v
Table of Content
Copyright ………………………..........................................................................................ii
Course Introduction .............................................................................................. iii

Course Syllabus ................................................................................................... 1
Learning Guide ..................................................................................................... 5
System ................................................................................................................. 6
Learning Agreement ............................................................................................. 8
Preface ............................................................................................................... 19
Acknowledgement .............................................................................................. 21
Unit 1- Overview of the Historical Development of the Heating and Ventilation
System and Introduction of the Air-conditioning (A/C) System. .......................... 23
Unit II –Basic Operation of an Air-Conditioning .................................................. 38
System ............................................................................................................... 38
References ......................................................................................................... 55
Glossary ............................................................................................................. 57
RUBRICS ........................................................................................................... 59
Answer Key ........................................................................................................ 60
Users‘ Evaluation Form ...................................................................................... 61
About the Author……………………………………………………………………………….62
FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM 1
Course Syllabus
Republic of the Philippines
The Premier University in the Province of Zamboanga del Norte
Siocon Campus, Siocon, Zamboanga del Norte
COLLEGE OF INDUSTRIAL TECHNOLOGY

Program: Associate in Industrial Technology
Department: College of Industrial Technology JRMSU – CIT – 008A
Instructor/Professor: Violito D. Espole Jr.
Course Syllabus
Pre-Requisites: None Course Day & Time: TTh (9:30
Unit of Credit: 3 Code AT 112 – 12:00 AM)
No. of Hours: 126 hrs Automotive Air Conditioning Room: 47
Course
System Consultation Hours:
Title
Friday (1:00-5:00 pm)
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural
PHILOSOPHY
diversity in building a just and humane society.
VISION A dynamic and diverse internationally recognized University
Jose Rizal Memorial State University pledges to deliver effective and efficient services
along research, instruction, production and extension.
MISSION
It commits to provide advanced professional, technical and technopreneurial training
with the aim of producing highly competent, innovative and self-renewed individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exem-
plars of Rizal‘s ideals that can:
E - xhibit relevant and responsive competencies across disciplines towards
X - enial delivery of services;
C - ommunicate ideas proficiently in both written and spoken forms;
E - ngage in lifelong learning;
GOALS
L - ead effectively and efficiently amidst socio-cultural diversity;
L - ive up the challenges of the global community;
E - mbody professional, social and ethical responsibilities;
N - urture a harmonious environment;
C - onserve and promote Filipino cultural heritage; and
E - valuate their contribution to the local and global communities.
Graduate
Program Outcome/s
Attribute
1. Industrial Technology graduates can engage in active networking with other
1. Globally industrial technology professionals and institutions in designing developmental
Competitive plans relevant to the current approaches and practices in technology and
management in accordance with global standards
2. Industry Rel- 2. Industrial Technology graduates can perform appropriate skills in their field of
evant specialization to meet the standard needs in the business industry.
3. Industrial Technology graduates can communicate effectively in both individual
3. Effective
and team situations using both oral and written communications with appropri-
Communica-
ate cultural language with clarity and persuasion in articulating technological
tor
innovations.
4. Industrial Technology students can create innovative and market-driven prod-
4. Innovative ucts and conduct technological innovative research to solve problems and ca-
ter the needs of the community and industry.
5 Industrial Technology graduates can perform the current industry practices,
5. Service-
safety, basic and higher technical skills that will facilitate advancement of the
Driven
individual in the Technology Profession.
6. Life-long 6 Industrial Technology graduates can be well-rounded, responsive, and adop-
Learner tive to fast changing technological advancement.
This course provides the students with sufficient knowledge and skills to analyze basic
operating principles, diagnosis, and service of modern automotive heating and air con-
Course
ditioning systems. It is design to apply environmentally safe refrigerant technology
Description and applicable legislation. They should be able to demonstrate the use of air condi-
tioning system diagnostic tools, refrigerant recovery/recycling equipment, and diagnos-
tic and repair services.
Sum
ma-
Course Learning Formative
Learning Out- Refer- Learning tive
Out- Toics Materi- Assess-
comes ences Activities As-
comes als ment
sess
ment
* Give an over- Midterm The In- The as-

I. Apply
view of the Coverage structor/ sessment
safety
historical de- *Modular Students tools used
measure
velopment of 1. Overview of use: are:
and
the heating and the historical Crouse,
house-
ventilation sys- development William
keeping th
tem and intro- of the heating H. (10
proce-
and ventila- Edition) Module Written
dure duction of the
tion system Ques-
relative air-
and introduc- tions/Exerci
to the conditioning tion of the air- ses
design (A/C) system. Work-
conditioning
tasks. sheet
(A/C) system.
*Describe and 2. Overview of

illustrate the petrol injec-
principle function system. Module,
tion of petrol
injection sys- Crouse, *Modular Laptop Graphic
tem; William Organizers
th
H. (10 Engine
*list several Edition) mock-up
advantages of (Petrol &
petrol injection Par- Diesel
system; and tridge, Engine)
Eric
*provides a (2003).
good illustra-
tion of various Ecker-
injection mann,
points. Erik
(2001)
*Demonstrate 3. Fuel
how the fuel System Crouse, Module Project- Writ-
system works William Based ten
th
H. (10 *Demomst eam
*Identify the Edition) ration
parts and lo-
cate it into the Ammar,
engine. Abu
(2019)
* Contrast en- 4. Introduc- Module Practical

gine perfor- tion to Engine exam
II. Per- mance be- Management Crouse, comparing Petrol
form Systems William engine
tween tradi- th
common H. (10
services
tional and the Edition) Set of
to a modern engine hand
comput- in relation to www.wiki tools
er con- engine man- how.com.
trolled agement sys- Manufac-
sysyem. tem turer‘s
specifica-
tion
*Diagnose 5. Engine Erjavec & Diagnos- Petrol Practical

malfunctions in Control Sys- Thomp- ing engine exam
the computer- tems son
ized engine (2015) Set of
control system hand
with stored tools
diagnostic
trouble codes. Manufac-
turer‘s
specifica-
tion
MIDTERM EXAMINATION
III. *Conduct criti- FINAL Welshan *Modular Module Written
Obtain cal analysis on COVERAGE: s (2013) Laptop Ques-
and in- how fuel injec- Hall *Outlining tions/Exerci
terpret tion developed, 1. Capacitors (2008) ses
scan adapted and and semi- Faiz Multiple-
improved to conductors et.al., choice An-
tool
optimized its (1996) swers
data. functional ob-
jectives.
*Conduct a 2. Computer Erjavec & *Inspectin Module Practical
visual inspec- Basics Thomp- g and Engine exam
tion of a fuel son Cleaning mock-up
system. (2015)
*Demonstr
ation
*Service fuel 3. On-Board Erjavec & *Testing Module Visual Rep-

injection sys- Diagnostics Thomp- Injector Engine resentation
tem and Multiplex- son Balance mock-up
ing (2015 Fuel in-
*Demonstr jector,
ation Testing
equip-
ment
*Remove/repla 4. Protecting Erjavec & *Removin Module Project-

ce fuel system Electronic Thomp- g and Re- Engine Based
components Systems son placing mock-up
(2015) Basic Writ-
hand-tool ten
set exam
*Service idle 5. Testing Erjavec & *Self- Demonstra-

speed of fuel- Electronic Thomp- paced tion with
injected en- Circuits And son instruction oral ques-
gines Components (2015) *Demonstr tioning
ation
FINAL EXAMINATION
References
Carley, L. (2007, July 1). GMC/Chevy Light Truck: Central Port Fuel Injection Diagnosis. Aapex.
Erjavec, J., & Thompson, R. (2014). Automotive Technology: A Systems Approach (6th ed.). Cengage
Learning.
Faiz, A., Weaver, C. S., & Walsh, M. P. (1996, March 10). Air pollution from motor vehicles: standards and
technologies for controlling emissions. The World Bank.
Halderman, J. D. (n.d.). ‖ PPT-Fuel-injection Components and Operation. Slideserve. Retrieved July 15,
2020,
Hemmings. (2017, June 27). The Rambler Rebel‘s fuel injection – The Dream and the Legend".
Welshan, T. (2013, August). ―A Brief History of Aircraft Carburetors and Fuel Systems‖.
GRADING PLAN
The term grade is computed using the formula:
40% - Performance (Demonstration 10%, Carburetor troubleshooting 10%, Disassembling/assembling and

identifying the parts 10%, Project10%)
30% - Major Requirements ( Written exam 15% and Project-based 15%).
30% - Formative Assessment (Submission of FA activity 25%, Student Engagement 5%).
Midterm Grade = 100% of the Midterm Grade

Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade
CLASSROOM RULES OF CONDUCT

1. Attendance:
a. Students who are absent for more than 20% of the total number of class hours (54 in a 3 unit
course) may be dropped from the course /subject.
b. Any student who finds it necessary to be absent from class must present a letter of excuse
to his/her instructor.
c. If a student‘s absences reach ten (10) times, the instructor/professor may recommend to the
Dean that the said student be dropped from the course or be given a grade of 5.0.
2. Course requirements must be submitted on time.
3. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only us-
ing another‘s words, but another‘s specific intellectual posts in social media. Assignments must
be done independently and without reference to another student‘s work. Any outside sources
used in completing an assignment, including internet references must be fully cited on any
homework assignment or exercise.
4. All students should feel free to talk to the instructor face-to-face or through media during office
hours.
5. Academic accommodations are available for students with special needs. Students with special
needs should schedule an appointment with the instructor early in the semester to discuss any
accommodations for this course.
Prepared: Noted: Noted: Approved/Disapproved:
VIOLITO D. ESPOLE CESAR E. NALZARO, MTE ESPERIDION M. SARITA, Ed.D

JR.
ALICE MAE M. ARBON, PhD
Program Chair, AIT/BSIT College Dean OIC, Office of the VPAA
Instructor I
Date: 08/10/2020 Date: 08/12/2020 Date: 08/ 12/2020 Date:
Date Revised: _____________

Learning Guide
The key to successfully finish this material lies in your perseverance to sincerely
and honestly perform the learning activities and accomplish the assessments. This flexi-
ble learning package is developed with the aim to aid your learning for this course. Aside
from meeting the content and performance standards of this course in performing all the
learning activities and assessments, you will be able to learn the skills and values which
are needed in achieving the future skills and the graduate attributes to become globally
competitive individuals.
Classroom Rules and Conduct
The following are the house rules which will help you to be on track and success-
fully finish this course:
1. Schedule and manage your time to read and understand every component of this
learning package.
2. Study on how you can manage to perform all the learning activities in considera-
tion with your resources and accessibility to technology. Do not ask questions
that are already answered in the guide.
3. If you did not understand the readings and the other tasks, read again. If there
are still clarifications and questions, feel free to reach me through the contact in-
formation indicated in this guide.
4. Do not procrastinate. As much as possible, follow the time table.
5. Read and understand the assessment and technology tools as indicated in the
directions in every assessment or activity.
6. Before the end of the midterms, you will be tasked to send back the material
through the pigeon boxes in your department. For online learners, you will submit
your output and other tasks in the google classroom. While waiting for my feed-
back of your accomplished module, you may continue on accomplishing the
tasks in the succeeding units that are scheduled for the finals.
7. Most importantly, you are the learner; thus, you do all the tasks in your own. You
may ask assistance and guidance from your parents, siblings or friends, but all
the activities shall be performed by you alone.
8. Course requirements must be submitted as to schedule.
9. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would in-
clude not only using another‘s words, but another‘s specific intellectual posts in
social media. Assignments must be done independently and without reference to
another student‘s work. Any outside sources used in completing an assignment,
including internet references must be fully cited on any homework assignment or
exercise.
10. All students should feel free to talk to the instructor face-to-face or through media
during office hours.
11. Academic accommodations are available for students with special needs. Stu-
dents with special needs should schedule an appointment with the instructor ear-
ly in the semester to discuss any accommodations for this course.
Study Schedule
Week Unit Title Activities

August 24-27, 2020 Orientation Reading of Learning Package
August 31- September 3, 2020 Overview of the Historical Devel- Written Exam
September 7-10, 2020 opment of the Heating and Venti- Demonstration with Oral
lation System and Introduction of Questioning
the Air-conditioning (A/C) System.
September 14- 17, 2020 Basic Operation of an Air- Disassembling/Assembling
Conditioning and Identifying the parts
September 21-24, 2020 System Demonstration
September 28- October 1,

Locate and identify the parts
2020
September 5-8, 2020 Demonstration
Tuning and adjusting
October 12-15, 2020
Working in a Team
October 16-19, 2020 Listing various control system
October 20-21, 2020 Midterm Assessment Project-based
October 26-29, 2020 Outlining functional objectives
November 3-5, 2020 Locating and identifying the
parts
November 9-12, 2020 Reporting
November 16-19, 2020 Inspecting and Cleaning
November 23-26, 2020 Recording data
December 7-10, 2020 Testing electronic components
December 21, 2020 Final Assessment Project-based
Evaluation
To pass the course, you must observe the following:
1. Read the course module and answer the pretest, quizzes, self-assessment activities.
2. Write your thoughts and suggestions in the comment boxes.
3. Perform all the learning activities.
4. Accomplish the assessments.
5. Submit the course requirements.
6. Perform the Midterm and Final Assessments.
Technology Tools
In order to perform all the learning activities and accomplish the assessments,
you will be needs these software applications: word processing, presentation, publica-
tion, and spreadsheet. These are applications that are available in your desktop or lap-
top that will not require internet connection. All materials and activities that will involve
reporting, blogging and vlogging, virtual representation and the likes that will require net-
based technology tools will be video-recorded, and be saved in the CD or USB. These
materials will be submitted through the pigeon boxes. For online learners, materials will
be uploaded in google classroom.
Feedback Modality and Communication Mechanisms
Feedback system will be facilitated through text messaging. If you need to call,
send me a message first and wait for me to respond. Do not give my CP number to any-
body. I will not entertain messages or calls from numbers that are not registered. You
may send your clarifications and questions through the google classroom.
Grading Plan
The term grade is computed using the formula:
40% - Performance (Demonstration of the principle function-10%;

Disassembling/Assembling and identifying the parts – 10%; Trouble
shooting – 10%;
Testing electronic components 10%)
30% - Major Requirements (Project-based) – 30%;
30% - Formative Assessment (Submission of FA activities – 25%; Student
Engagement – 5%)
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade
(if applicable)
Contact Information
Person/Office Email address CP number

Instructor violitoespole@jrmsu.edu.ph 09168457403
IMDO
FLS
CIT
DSAS
Library

Learning Agreement
By signing this learning agreement, I commit to the following terms and conditions of
Jose Rizal Memorial State University in the implementation of Flexible Learning System.
Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of
COVID, specifically to stay home, to observe physical distancing and the use of
face masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary
learning activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less
risky place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and
the learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honest-
ly.
7. That I shall initiate in giving feedback to my instructor at least once every two
weeks.
8. That I shall not reproduce or publish any part of the learning package content
without the written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
________________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as
soon as you have received the learning package.
Jose Rizal Memorial

State University
Form No. F11: Program
Outcomes
Background:
This form aims to document how JRMSU translates the state-prescribed Program
Outcomes into localized standards. Note that while CHED prescribes the learning out-
comes in specific program CMOs, it also underscores that these learning outcomes
are the ones common across all HEIs in the country. This implies that these learning
outcomes are the minimum prescribed standards and that an HEI may need to refor-
mulate them to suit its specific vision, mission, and goals.
Program
Infor-
mation Bachelor Of Science In CMO No. and
Name of Industrial Series: For approval
program: Technology
"2. Relevant Program Out- "3. Relevant Future 4. Modified Program
1. Gradu- comes Skills Outcomes
ate Attrib- (As Stated in PACUIT PSG (Ehlers, 2020)"
utes Graduate Outcomes )"
1. Globally G02. DESIGN AND Design - Thinking Industrial Technology

Competi- IMPLEMENT broadly- Competence; Re- graduates can engage in
tive defined industrial systems, flective Compe- active networking with
components, products or tence; Competence; other industrial technolo-
processes to meet specific Self Determination; gy professional institu-
industry needs with profi- Future and Design tions in designing devel-
ciency and flexibility in the Competence opmental plans relevant
area of specialization Design Competence to the current approaches
In accordance with global and practices in Technolo-
standards. gy and management.
2. Industry G03. APPLY appropriate Design-Thinking Industrial Technology

relevant techniques, resources and Competence; Deci- graduates can perform
state-of-the-art industrial sion Compe- appropriate skills to
technology tools to meet tence; Self Determi- meet the standard needs
current industry needs and nation Competence; in the business industry.
use these modern tools and Self - Efficacy
processes to improve and
increase entrepreneurial
activities upholding the
safety and health stand-
ards of business and indus-
try.
3. Effective G04. COMMUNICATE with Communication Industrial Technology

Communi- diverse groups of clienteles Competence; Digital graduates can communi-
tator the appropriate cultural lan- Literacy cate effectively in both
guage with clarity and individual and team situ-
persuation, in both oral and ations using both oral
written forms, including un- and written communica-
derstanding and giving of tions.
clear instructions, high
comprehension level, effec-
tiveness in delivering
presentations and writing
documents, and articulating
technological innovation
outputs.
4. Innova- G01. ANALYZE broadly- Innovative Compe- Industrial Technology

tive defined industrial technolo- tence; Design- graduates can create in-
gy processes by using ana- Thinking novative and market-
lytical tools that enhances Competence; Digital driven products and con-
creativity, innovativeness, literacy competence; duct technological inno-
and intellectual curiosity to Sense-Making; Fu- vations to solve problems
improve methods, process- ture and Design and cater the needs of
es, and systems that meet Competence the community and in-
the industry standard. dustry.
5. Service - G05. DEVELOP leadership Initiative and per- Industrial Technology

Driven skills in a team based formance; Cooper- graduates can perform
environment by making in- tion Competence; the current industry
formed decisions, keeping Ethical Competence; practices, safety, basic
team motivated, acting and Sense-making; technical skills that will
delegating responsibility and System Competence; facilitate advancement of
inspiring positive changes in Decision Compe- the individual in the
the organization by exercis- tence; Technology Profession.
ing responsibility with integ- Self Determination
rity and accountability in the
practice of one's profession.
G06. PRACTICE moral re-
sponsibilities of an industrial
technologist to manage and
balance wider public inter-
est and uphold the norms
and safety standards of the
industrial technology pro-
fession.
6. Life-long G07. DEMONSTRATE enthu- Self-Efficacy; Reflec- Industrial Technology

Learner siasm and passion for con- tive Competence; graduates can be well-
tinuous personal and pro- Self Competence; rounded, responsive, and

fessional development in Ethical Competence adoptive to fast changing
broadly defined industrial environment.
technology and effecting
positive changes in entre-
preneurial and industrial
endeavor.
Prepared :
College/Department:
College of Industrial Technology

Form no. F12: Course Outcomes
Background:
This form aims to document how JRMSU translates the state-prescribed Course Out-
comes (COs) into localized standards. Note that while CHED prescribes the course out-
comes in specific course CMOs, it also underscores that these COs are the ones com-
mon across all HEIs in the country. This implies that these COs are the minimum pre-
scribed standards and that teachers may need to reformulate them to suit the specific vi-
sion, mission, and goals of their HEIs. Course outcomes are the learning standards that
learners are expected to attain after completing the course. These are stipulated in the
program CMO.
Course Information
AT 112 (Automotive CMO No. and Series:
Course Code and Title: Air Conditioning Sys- For Approval
tem)
No 1. Modified Program Outcomes 2. Prescribed Course 3. Modified Course Out-
(As formulated in Form F11) Outcomes (As Stated comes (As formulated by
in the Course CMO) the Teacher)
1 Industrial Technology graduates N/A
can engage in active networking
with other industrial technology
institutions in designing develop-
mental plan relevant to the cur-
rent approaches in technology and
management.
2 INDUSTRIAL Technology graduates Perform common services

can perform appropriate skills to to engine system con-
meet the standard needs in the trolled by computer.
business industry.
3 Industrial Technology graduates

can communicate effectively in

both individual and team situa-
tions using both oral and written
communications
4 Industrial Technology graduates

can create innovative and market-
driven products and technological
innovations to solve problems and
cater the needs of the community
and industry
5 Industrial Technology graduates Apply safety measure and

can perform the current industry house-keeping procedure
practices, safety, basic technical relative to the design tasks.
skills that will facilitate advance-
ment of the individual in the tech-
nology profession.
6 Industrial Technology graduates Obtain and interpret scan

can be well-rounded, responsive, tool data.
and adoptive to fast changing en-
vironment.
Prepared:
College/Department:

Form No. F15: Quality Indicators of
Formative Assessment
Instructions:
Below are quality indicators in designing and managing formative assessment activities. Identify
which of the planned formative assessment activities in Form F14 exemplify each listed indicator.
Describe briefly how the activity exemplifies the indicator.
Quality Indicators of How the Assessment

Formative Assessment Title of Exemplifies the Indica-
Assessment tor
1 The assessment prompts learners Written examination Writing requires mastery of
to reflect on their mastery of con- skills and knowledge about
tent and skills. the topic
The assessment promotes self- Hands-on Hands-on will enhance

2 efficacy, self-regulation, self- students‘ self-efficacy
assessment, and self
Attribution.
The assessment prompts learners Testing electronic Testing electronic compo-
3 to devise a plan how to move fur- components nents requires analysis
ther towards the defined learning and strategic planning.
goals
The assessment helps learners Project-based These assessments
4 focus on salient aspects of im- would lead the students
portant concepts and the criteria to ask questions as to the
for a successful performance accuracy and quality of
the output.
5 The assessment teaches meta- Outlining functional objec-
cognitive strategies to maximize tives/Reporting
student success
6 The assessment promotes shared Demonstration with Oral This assessment
responsibility between teachers Questioning requires the teacher‘s
and learners in the learning pro- guidance and monitoring
cess
7 The assessment provides insights Disassembling/Assembling This assessment will lead
on the effectiveness of the instruc- and Identifying the parts the students to acquire
tional methods and decisions appropriate skills as to
disassembling/assembling
carburetor and fuel injec-
tor component and parts.
8 The assessment focuses on the Diagnosing computer con- These assessments will
attainment of learning competen- trolled engine develop the competencies
cies of the students underpin-
ning skills.
Prepared:
College/Department:

Form No. F16: Summative Assessment Plan
Background:
This form aims to document the summative assessment strategies that a teacher deems
appropriate to the course being taught and its corresponding course outcomes. Summa-
tive assessments are methods used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined instructional period – typically at
the end of a course or a semester. Summative assessments are requirements across all
courses in JRMSU. Please refer to the JRMSU Handbook on Flexible Learning for the
guidelines in designing summative assessments.
Course Title: AT 112

Course Code: Automotive Air Conditioning SY/Sem: 2020-2021/First
System Semester
N Course Out- Title of Description Scor- Weight

o come Assessment ing/Grading (%) in
Standard Final
Grade
1 Apply safety Demonstra- Demonstration of the proce-
measure and tion dure of working safety and
house-keeping house-keeping in the work-
procedure place is presented to encour-
relative to the age students to think critically,
design tasks. solve challenging problems,
and develop important skills
and work habits such as writ-
ten and oral communication.
Besides, it can help teachers
determine whether students
have acquired skills that can-
not be easily evaluated by tra- Rubric 10%
ditional tests or papers.
(Demonstration of learning,
2016)
2 Obtain and Record and Recording and interpreting

interpret scan interpret scan tool data will help the
tool data. scan tool students to develop their skills
data and ability to maintain and
prevent damage and also help
extend the life of the engine.
Rubrics 15%
3 Perform Diagnose Diagnosing computer-

common ser- computer- controlled engine will help the
vices to en- controlled students to carry-out gas en-
gine system engine gine maintenance. The actual

con-trolled by performance will allow the
computer. students to practice their prob-
lem-solving ability for diagnos-
ing the root cause of a me-
chanical problem and applying
a solution and able to work
quickly under pressure. (Per-
formance Assessment, 2019) Rubrics 15%
Prepared: VIOLITO D. ESPOLE JR.

College/Department: College of Industrial Technology
FUNDAMENTAL OF
AUTOMOTIVE AIR
CONDITIONING
SYSTEM
AT 112 (AUTOMOTIVE AIR CONDITIONING SYSTEM)

Fundamental of Automotive Air Conditioning system
by
and
All rights reserved. This book or any portion thereof may not be reproduced or used in
any manner whatsoever without the express written permission of the author except for
the use of brief quotations in a book review.
Page and Cover designed: Violito D. Espole Jr.
ISBN _________________
First Edition _____________
Published by:

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No (065) 908-8294
jrmsumain.univpres@gmail.com
Preface
Utilizing technology in teaching is one of the challenges I had encoun-

tered as an instructor. I find myself struggling on making instructional materials using
computer and integrating it in my classes. Due to the COVID-19 pandemic, university
instructors were directed to engage in the training on Flexible Learning System (FLS) in
order to acquire knowledge and skills on how to formulate modules to be used by the
learners as part of the new normal. This FLS training enables us to be more competent
in the field of teaching; utilizing technology in making materials and empowering the fac-
ulty to meet the demands of time.
As the educational focus shifted from normal classroom interaction to flexible

learning system, where face-to-face learning is not yet possible, the University President
then ordered the system to attend the FLS training through webinar to adapt to the new
normal approach of providing instructions where modules is one of the most appropriate
learning tools to be used by the learners. The said training started by registering on the
Zoom link provided by the FLS team, and then my journey on learning how to create
these learning materials by following the guidelines given by the resource speaker has
begun.
Evaluating the student‘s achievements and performances are some common dif-
ficulties the teacher is regularly facing. The formulation of this module helps every in-
structor to gain a thorough understanding on assessing their student‘s strengths and
weaknesses in the course AT112 (Automotive Air conditioning System). This module is a
great opportunity for me to fully deliver the lesson and assessing learners despite the
distance. This course helps future automotive mechanic equip the necessary knowledge
and skills to effectively ensure authentic assessment strategies of the intended learning
outcomes expected for them to demonstrate at the end of the given period.
This module Fundamental of Automotive Air Conditioning System complements

the Outcomes-Based Education (OBE) by highlighting and conceptualizing the desired
learning outcomes and the appropriate assessment tools to be used to ascertain the
knowledge, values and skills that has been transmitted.
Every unit of this module includes examples and exercises as formative assess-
ment to gauge the knowledge and level of comprehension of the learner. A direct and
clear feedback will be provided based on the results of the activities. Suggested reading
materials are in place in cases the results meet beyond the passing scores or grades.
Composed of 8 units, the flexible learning module is especially designed in en-

hancing students‘ knowledge, skills and interest in performing a variety of diagnostic
procedure and preventive maintenance of a computer control engine. Moreover, this
module offers a basketful of opportunities, extending activities, and interactive and inno-
vative strategies towards the end of the unit. It provides outcomes-based education
model being implemented in both basic and higher education institutes.
This book is distinct from other books because it has the following major parts:
Unit –Gives the specific lesson of the material.
Learning Outcomes- These are skill or competencies that the students are ex-
pected to do after they will have finished reading the unit.
Pretest- It is a test given to measure learner‘s prior knowledge.
Content- It provides a comprehensive discussion about the topics.
Learning Activities- This part is composed of outcomes-based activities which

are congruent to the learning targets in each unit.
Assessment –This serves as an evaluation part (traditional or performance-

based tests).
Another feature of this module is the inclusion of rubrics which are very important
in assessing the different activities and the performance of the learners. Hands-on and a
short activity which give the generalization of the unit are provided, and an array of
graphic organizers aids the teacher and students in facilitating effective teaching-
learning process. The use of gender-sensitive language, glocal resources, promotion of
intercultural competence, and integration of internationalization in teaching and learning
also facilitate better learning.
I hope that as you turn each page of this module you can acquire at least the
basic abilities and skills of a good mechanic. Because to trust a good mechanic takes
years to build, seconds to break, and forever to repair.
-The Author
Acknowledgement
I would like to express my gratitude to our University President, Dr. Daylinda Luz
R. Laput for the mandate to engage in this endeavor to embrace the flexible learning due
to the pandemic. The same acknowledgement also goes to Dr. Alice Mae Arbon, the Of-
ficer –in-Charge in the office of the Vice President for her motivation to engage in mod-
ule making to adopt the new normal of providing instruction. Likewise, to the Flexible
Learning system Committee chaired by Prof. Jovito Anito, for his untiring reminders,
guidance and emphasis on the importance of the content in making this instructional ma-
terials.
Dr. Jovelyn Cantina and to all the facilitators during the month-long webinar of
the different topics for the instructional modalities, for providing better encouragement
and understanding the needs to engage in this field of endeavor;
Engr. Andrew B. Gallemit, for his patience in nurturing us in making the cover
page; Dr. Rogelio Murro, Dr. Erlinda Rodriguez, and Dr. Paterno Baguinat III, for their
important suggestions for the improvement of this work;
Dr. Chona F. Torrefranca, Campus Administrator of Siocon Campus, for her sup-
port and encouragement; Dr. Esperidion M. Sarita, System Dean in the College of Indus-
trial technology, for his untiring support, motivation and guidance; Engr. Cristian Vinn B.
Partosa, IMD Unit Head, for sharing his knowledge and skills in computer; Aiza S. Dal-
man, Program Chairperson in the Bachelor of Secondary Education, for her valuable
suggestions and support; my colleagues in the College of Industrial technology, for the
wonderful time together sharing valuable insights and ideas with laughter and joy.
I would also like to thank my wife and children, who have ever been so patient
and supportive as we spent countless hours glued in our laptop and computers. Their
boundless patience and understanding keep me going.
Above all, to our God Almighty: for the wisdom and knowledge, good health,
provisions, protection and faith.
To God be all the Glory.

Table of Content
Content Pages
Copyright………………………………………………………………………………..18
Preface ............................................................................................................... 19
Acknowledgement .............................................................................................. 21
Unit 1- Overview of the Historical Development of the Heating and Ventilation
System and Introduction of the Air-conditioning (A/C) System. .......................... 23
Unit II –Basic Operation of an Air-Conditioning .................................................. 38
System ............................................................................................................... 38
References ......................................................................................................... 55
Glossary ............................................................................................................. 57
RUBRICS ........................................................................................................... 59
Answer Key ........................................................................................................ 60
Users‘ Evaluation Form ...................................................................................... 61
About the Author……………………………………………………………………….62
Unit 1- Overview of the Historical Development of the

Heating and Ventilation System and Introduction of the
Air-conditioning (A/C) System.
Heating, ventilation, and air conditioning (HVAC) is the technology of indoor

and vehicular environmental comfort. Its goal is to provide thermal comfort and ac-
ceptable indoor air quality.
It also provides the heating of air along with the car's air conditioning sys-
tem. The air is heated using the heat from the engine's cooling system. Ventilating
or ventilation (the "V" in HVAC) is the process of exchanging or replacing air in any
space to provide high indoor air quality which involves temperature control, oxygen
replenishment, and removal of moisture, odors, smoke, heat, dust, airborne bacte-
ria, carbon dioxide, and other gases.
Learning Outcomes
At the end of this unit, you will be able to:
 Give an overview of the historical development of the heating and ventilation system and
introduction of the air-conditioning (A/C) system.
Pretest
Directions: Answer the question by writing the letter of the best answer. Write the an-
swer on the blank provided before the number.
_______ 1. What does HVAC stand for?

a. Hotel, Ventilation and Accommodation c. Heating, Vehicle, and Auto-Center
Center d. Heat, Valve, and Always Cooled
b. Heating, Ventilation and Air Conditioning
_______ 2. The early history of transportation system, heating systems included _____.
a. heating clay bricks and placing them c. both a and b are correct
inside the vehicle d. a only
b. using simple fuel burners
_______3. What car had the first air conditioning?
a. 1942 Chrysler c. 1940 Packard
b. 19 39 Hyundai Accent d. 1930 General motors
______4. After the freon used in A/C units was blamed for depleting the ozone layer, in
1996 automakers were required to switch to what kind of refrigerant?
a. R134a c. R 22
b. R12 d. R 11
______5. Today, more than __________ percent of all new cars are air-conditioned.
a. 60% c. 89%
b. 79% d. 99%
______6. Heating and ventilation in automotive transport is design to __________.
a. safety of occupants to reduce driver fa- c. maintain comfort
tigue d. all of these
b. ensure good visibility
______7. The _______________is generally designed and constructed much like a min-
iature radiator.
a. heater core c. heater control valve
b. water pump d. blower motor
______8. The operation of all A/C systems is based on_______________________.
a. refrigeration principle c. law of pressure
b. fundamental laws of nature. d. ohm‘s law
______9. The automotive heating system has been designed to work hand in hand with
the _________________________to maintain proper temperatures inside the car.
a. lubricating system c. cooling system
b. fuel system d. air conditioning system
______10. Pressure also plays an important part in air conditioning. The greater the
pressure on a liquid, the ___________the boiling point.
a. lower c. slower
b. higher d. faster
Thank you for answering the test. Please see page 60 for the key answer. If you got a
score below 6, go to page ____ for further readings.
The next section is the content of this unit. It contains important information about
Overview of the historical development of the heating and ventilation system and intro-
duction of the air-conditioning (A/C) system. Please read the content.
Content
History of automotive air-conditioning systems
The early history of transportation systems starts mainly with the horse drawn
carriage. This was eventually surpassed by the invention of the automobile. Early auto-
mobiles had cabin spaces that were open to the outside environment. This means that
the occupants had to adjust their clothing to allow for different weather conditions.
Closed cabin spaces were eventually introduced which required heating, cooling and
ventilating to meet customer expectations. Early heating systems included heating clay
bricks and placing them inside the vehicle or using simple fuel burners to add heat to the
vehicle‘s interior. Ventilation inside the vehicle was achieved through opening or tilting
windows or the windscreen; vents were added to doors and bulkhead to improve air cir-
culation and louvered panels were the equivalent to our modern air ducts. Air flow was
hard to control because it was dependent upon the vehicle speed and sometimes would
allow dirty, humid air which contained fumes from the engine compartment. Cooling
could be as simple as having a block of ice inside the vehicle and allowing it to melt!
Eventually a number of design issues were overcome, these included air vents at the
base of the windscreen for natural flow ventilation and electric motors to increase the
flow at low speeds. Eventually heat exchangers were introduced which used either the
heat from the exhaust system or water from the cooling system as a source, to heat the
inside of the vehicle cabin.
In 1939 Packard marketed the first mechanical automotive A/C system which
worked on a closed cycle. The system used a compressor, condenser, receiver drier and
evaporator (fitted inside the boot/trunk) to operate the system. The only system control
was a blower switch. Packard marketing campaign included:‗ Forget the heat this sum-
mer in the only air-conditioned car in the world.‘ The major problem with the system was
that the compressor operated continuously (had no clutch) and had to have the belt re-
moved to disengage the system which was generally during the winter months. Over the
period 1940–41 a number of manufacturers made vehicles with A/C systems but these
were in small volume and not designed for the masses. It wasn‘t until after World War II
that Cadillac advertised a new feature for the A/C system that located the A/C controls
on the rear parcel shelf, which meant that the driver had to climb into the back seat to
switch the system off. This was still better than reaching under the bonnet/hood to re-
move the drive belt. In 1954–55 Nash-Kelvinator introduced air-conditioning for the mass
market. It was an A/C unit that was compact and affordable with controls on the dash
and an electric clutch.
 1902: Carrier invents the the first modern AC. The machine blows air over cold
coils to control room temperature and humidity.
 1914: Air conditioning comes home for the first time.
 1939: Packard invents the coolest ride in town: the first air-conditioned car.
Dashboard controls for the a/c, however, come later.
 By 1969, more than half of all new cars sold were equipped with A/C.
 Some brands affixed window decals to promote their air-conditioned automo-
biles.
 1970s: Window units lose cool points as central air comes along. R-12, common-
ly known as Freon-12, is used as the refrigerant.
 After the freon used in A/C units was blamed for depleting the ozone layer, au-
tomakers were required to switch from R12 to the less harmful R134a refrigerant
by 1996.
 Dual-zone automatic climate control allows for separate temperature settings for
driver and passenger; some cars have additional zones for rear-seat passengers.
 Volkswagen calls its manual air-conditioning system "Climatic;" automatic A/C is
"Climatronic."
 2019: The U.S. set a goal to "begin phasing out production and use" of hydro-
fluorocarbons (HFCs) by 2019. HFCs are organic compounds—typically used as
refrigerants in air conditioners—which contribute to global warming.
 2020: Early this year, 16 U.S. states—including New York, Maryland, and Con-
necticut—have banned or are working to eliminate the use of HFCs.
 Today, more than 99 percent of all new cars are air-conditioned.
 There's no A/C in base versions of the Chevrolet Aveo; Honda Civic; Hyundai
Accent and Elantra; Jeep Wrangler; KiaForte and
Rio; Mazda 3; Mitsubishi Lancer; Nissan Versa; and Toyota Tacoma.
 Testing by Consumer Reports found that using a car's air-conditioner resulted in
a more than 3-mpg loss at highway speeds. Driving with the windows open had
no measurable effect on fuel economy.
Introduction to heating and ventilation
Heating and ventilation in automotive transport is not just a function of tempera-

ture control. The safety of occupants to reduce driver fatigue, ensure good visibility and
maintain comfort is key to the successful design of such systems. A continual flow of air
through the vehicles interior reduces carbon dioxide levels, acts as a demister and pre-
vents the build-up of odors. Carbon dioxide in high concentration can cause a driver to
be less responsive. There are recommended ventilation rates which specify the number
of times the internal cubic capacity (air space) of the vehicle must be replaced per hour.
Included in this calculation are the number of possible occupants and the internal vol-
ume of the vehicle. In some countries the performance of a heating and ventilation sys-
tem is governed by legislation. The heating and ventilation system combined with an air-
conditioning system provide a temperature range for occupants to select from. This can
be a real challenge due to some extreme weather conditions experienced across the
globe. Often auxiliary booster devices are required to provide additional ‗heating‘ or
‗cooling‘ of the interior.
The car heating system
Heat is a form of energy which means it cannot be destroyed. The principle of the
heating and ventilation system is to transfer enough heat from one point to another. The
heater is a device which heats the air entering or already inside the vehicle (recycled
air).The heated air is then directed to a combination of different places via a distribution
of air ducts within the vehicle.
There are a number of different methods available to heat the air – exhaust heat-
er, heat as a by-product of combustion, electric heater etc. Generally motor vehicles use
heat from combustion which is transferred through water or air depending on whether
the engine is water or air cooled. If the vehicle is air cooled then a system of shrouds is
used to direct the heat from the external surface of the engine or exhaust or in some
cases from the lubrication system towards the inside of the vehicle.
The automotive heating system has been designed to work hand in hand with the
cooling system to maintain proper temperatures inside the car. The heating system‘s
primary job is to provide a comfortable passenger compartment temperature and to keep
car windows clear of fog or frost. To meet federal safety standards, all vehicles must be
equipped with passenger compartment heating and windshield defrosting systems. The
main components of an automotive heating system are the heater core, the heater con-
trol valve, the blower motor and the fan, and the heater and defroster ducts (Figure 1).
The heating system works with the engine‘s cooling system and converts the heat from
the coolant circulating inside the engine to hot air, which is blown into the passenger
compartment.
Figure 1. A typical HVAC airflow for a heater and air-conditioning.
In the liquid-cooling system or Water-cooled engines, heat from the coolant cir-
culating inside the engine is converted to hot air, which is blown into the passenger
compartment. Hot coolant from the engine is transferred by a heater hose to the heater
control valve and then to the heater core inlet (Figure 2). As the coolant circulates
through the core, heat is transferred from the coolant to the tubes and fins of the core.
Air blown through the core by the blower motor and fan then picks up the heat from the
surfaces of the core and transfers it to the passenger compartment of the car. After giv-
ing up its heat, the coolant is then pumped out through the heater core outlet, where it is
returned to the engine to be heated again.
Figure 2. Hot coolant from the engine is sent from the upper portion of the engine to the
heater core.
The engine has a water cooling system which is used to maintain engine tem-
perature by transferring combustion heat (as a by-product of the combustion process)
away from the combustion chamber. The heated coolant is then carried from the com-
bustion chamber through pipes to a heat exchanger.
Heater Core
The heater core is generally designed and constructed much like a miniature ra-
diator (Figure 3). It features an inlet or outlet tube and a tube and fin core to facilitate
coolant flow between them. Although all heater cores basically function in the same
manner, several variations in design and materials are used by different automakers to
achieve the same results. Although the core construction varies, this type has an alumi-
num core with plastic tanks.
Figure 3. A Heater Core
Heater core
Heater Control Valve
The heater control valve (sometimes called the water flow valve) controls the
flow of coolant into the heater core from the engine. In a closed position, the valve allows
no flow of hot coolant to the heater core, keeping it cool. In an open position, the valve
allows heated coolant to circulate through the heater core, maximizing heater efficiency.
Heater control valves are operated in three basic ways: by cable, thermostat, or vacuum.
Some vehicles do not use a heater control valve; rather, a heater door controls how
much heat is released into the passenger compartment from the heater core.
 Cable-operated valves are controlled directly from the heater control lever on
the dashboard.
 Thermostatically controlled valves feature a liquid-filled capillary tube located
in the discharge air stream off the heater core. This tube senses air temperature,
and the valve modulates the flow of coolant to maintain a constant temperature,
regardless of engine speed or temperature.
 Most heater valves utilized on today‘s car are vacuum operated. These valves
are normally located in the heater hose line or mounted directly in the engine
block. When a vacuum signal reaches the valve, a diaphragm inside the valve is
raised, either opening or closing the valve against an opposing spring.
On late-model vehicles, heater control valves are typically made of plastic for corro-
sion resistance and light weight (Figure 4). These valves feature few internal working
parts and no external working parts. With the reduced weight of these valves, external
mounting brackets are not required.
Figure 4. Two types of heater control valves: (left) a vacuum-operated plastic unit, and
(right) a metal cable operated valve.
Blower Motor
The blower motor is usually located in the heater housing assembly. It ensures
that air is circulated through the system (Figure 5). Its speed is controlled by a mul- tipo-
sition switch in the control panel. The switch works in connection with a resistor block
that is usually located on the heater housing. On some vehicles, when the engine is run-
ning, the blower motor is in constant operation at low speed. On automatic temperature
control systems, the blower motor is activated only when the engine reaches a prede-
termined temperature. The blower motor circuit is protected by a fuse located in the fuse
panel.
Figure 5. A blower motor assembly.
Heater and Defroster Duct Hoses
Transferring heated air from the heater core to the passenger compartment
heater and defroster outlets is the job of the heater and defroster ducts. The ducts are
typical parts of a large plastic shell that connects to the necessary inside and outside
vents. This ductwork also has mounting points for the evaporator and heater core as-
semblies. Contained inside the duct are the mode doors required to direct air to the floor,
dash, and/or windshield. Sometimes the duct is connected directly to the vents, whereas
other times hoses are used.
Heaters in Hybrid Vehicles
In a hybrid electric vehicle, the engine can be used to supply the heat, so heating
and defrosting systems are similar to those used in conventional vehicles. However,
some hybrids have additional electrical heaters. These keep the passenger compart-
ment warm when the engine is off. Other systems have a 12- or 42-volt auxiliary electric
water pump. This pump is used to circulate coolant through the engine to maintain heat-
er performance during an idle stop. A heater control module operates the pump based
on an idle stop signal from the PCM. If the engine‘s temperature drops below a prede-
termined level during an idle stop, the engine will restart. The system also has a temper-
ature sensor at the heater core. This sensor monitors the activity of the electric water
pump. If it senses that the heater core is losing heat quickly, the control module will as-
sume that the pump has failed and will start the engine and set a DTC.
The cooling systems used in some hybrids feature coolant storage tanks. Hot
coolant is stored in a container (Figure 6) where it can remain hot for quite a long peri-
od. The hot coolant is circulated through the engine immediately after startup. The fluid
also may circulate through the engine many hours after it is shut off. The stored coolant
can provide heat for the passenger compartment and allows the engine to warm up
quickly, thereby reducing emission levels during startup.
Figure 6. The coolant heat storage tank is a large vacuum-insulated container that is ca-
pable of storing hot coolant for a long period.
Theory of Automotive Air-Conditioning
Air-conditioning basically supplies cool air into the passenger compartment. It al-
so removes moisture from the air. An A/C system cools the air by moving heat from the
confined space of the passenger compartment to the atmosphere. The operation of all
A/C systems is based on fundamental laws of nature.
Heat Flow
An air-conditioning system is designed to pump heat from one point to another.

All materials or substances, as cold as _459°F (_273°C), have heat in them. Also, heat
always flows from a warmer object to a colder one. For example, if one object is at 30°F
(_1.1°C) and another object is 80°F (27°C), heat flows from the warmer object (80°F
[27°C]) to the colder one (30°F [_1.1°C]). The greater the temperature difference be-
tween the objects, the greater the amount of heat flow.
Heat Absorption
Objects can be in one of three forms: solid, liquid, or gas. When objects change
from one state to another, large amounts of heat can be transferred. But an interesting
thing occurs when water, or any matter, changes from a solid to a liquid and then from a
liquid to a gas. Additional heat is necessary to change the state of the substance, even
though this heat does not register on a thermometer. For example, ice at 32°F (0°C) re-
quires heat to change into water, which will also be at 32°F (0°C). Additional heat raises
the temperature of the water until it reaches the boiling point of 212°F (100°C). More
heat is required to change water into steam. But if the temperature of the steam were
measured, it would also be 212°F (100°C). The amount of heat necessary to change the
state of a substance is called latent heat—or hidden heat—because it cannot be meas-
ured with a thermometer. This hidden heat is the basic principle behind all air-
conditioning systems.
Pressure and Boiling Points
Pressure also plays an important part in air conditioning. Pressure on a sub-

stance, such as a liquid, changes its boiling point. The greater the pressure on a liquid,
the higher the boiling point. If pressure is placed on a vapor, the vapor condenses at a
higher than- normal temperature. In addition, as the pressure on a substance is reduced,
the boiling point can also be reduced. For example, the boiling point of water is 212°F
(100°C). The boiling point can be increased by increasing the pressure on the fluid. It
can also be decreased by reducing the pressure or placing the fluid in a vacuum.
Relative Humidity
The amount of moisture that air can hold is directly related to the temperature of
the air. The warmer the air, the more moisture it can hold. Therefore, lowering the tem-
perature of the air extracts the moisture from the air and lowers the air‘s relative humidi-
ty. Low relative humidity is more comfortable than high humidity.
Refrigerants
An air conditioning (A/C) system is designed to move heat from one point to an-
other. In an automobile, heat is removed from the passenger compartment and moved to
outside the vehicle. The substance used to move the heat is called the refrigerant. Be-
fore 1994, most automotive A/C systems used a refrigerant called Refrigerant-12 (com-
monly referred to as R-12 and Freon). R-12 is dichlorodifluoromethane (CCl2F2). By
law, R-12 is no longer used in A/C systems. This resulted from studies showing that the
earth‘s ozone layer was being depleted by the chlorofluorocarbons (CFCs) found in R-
12. The ozone layer is the earth‘s outermost shield of protection. This delicate layer pro-
tects against harmful effects of the sun‘s ultraviolet rays. Because A/C systems with R-
12 are susceptible to leaks, further damage to the ozone layer could be avoided by not
using R-12 in A/C units.
R-134a
Of the many chemicals that could have replaced R-12, automobile manufacturers
decided to use R-134a, which contains no chlorine. this refrigerant may also be referred
to as SUVA. R-134a is tetrafluoroethane (CH3CF3) and considered a hydrofluorocar-
bon (HFC) that causes less damage to the ozone layer when released to the atmos-
phere. Although R- 134a air conditioners operate in the same way and with the same
basic components as R-12 systems, the two refrigerants are not interchangeable.
R-134a systems operate at higher pressures and are designed to handle these
pressures (Figure 7). R-134a systems also require different service techniques and
equipment. All R-134a systems are identified by an underhood decal (Figure 8) and by
the hoses and fittings used in the system. Service equipment for R-134a is also different.
Retrofit kits are available to convert older R-12 systems to R-134a. Although R-134a is
less likely to have an adverse effect on the ozone layer, it still has the capability of con-
tributing to the ―greenhouse effect‖ when released into the air. The recovery and recy-
cling of R-12 and R-134a is mandatory by law. In 1987, many countries worldwide
agreed to the Montreal Protocol agreement. This agreement began the phasing out of R-
12 refrigerant. This agreement was followed up by 1990 U.S. Clean Air Act that mandat-
ed that all refrigerants were to be recovered and recycled. Section 609 of the act re-
quires that all service technicians who work on A/C systems must be certified in proper
refrigerant recovery and recycling. This section also mandates that all recovery and re-
cycling equipment must be certified. Section 609 is a United States requirement and is
not valid in other countries. Some states have stricter laws regarding refrigerant and the-
se must be followed.
Figure 7. A chart comparing the pressures of R-134a and R-12 at various temperatures.
Figure 8. A typical decal informing the technician that the system uses R-134a.
Alternative Refrigerants
There are different refrigerants that can be used in automotive A/C systems; the-
se are typically called alternative refrigerants. The EPA has a list of approved alternative
refrigerants; however, the OEMs say that only R-134a should be used when retrofitting
an R-12 system. The use of any refrigerant that contains flammable substances, such as
propane and butane, is illegal and dangerous. Finding an alternative to R-134a is the
focus of much research. The replacement cannot be a greenhouse gas. The safety and
functionality of several new refrigerants is currently being tested and some of these will
be found in automobiles before 2011. A rating scale has been developed to specify a
refrigerant‘s global warming potential (GWP). R-134a has a GWP of 1,430. An alterna-
tive refrigerant is R-152a, which has a GWP level of 124. R-152a is a
Hydrfluorocarbon variant.
CO2 Systems
To meet the standards set up by the Kyoto Protocol, auto manufacturers need to
find an alternative to R-134a. BMW and other European manufacturers have chosen
CO2 as the refrigerant for their A/C systems in the future. CO2 is nontoxic when used as
a refrigerant. It is known as R-744 and has a GWP of 1. The extremely low GWP means
there is little environmental concern with its use. In fact, this refrigerant will not need to
be recovered and recycled. If CO2 leaks from an A/C system, the effect on the environ-
ment is very small. CO2 is abundantly available in our air; therefore, it does not need to
be manufactured. It is claimed that CO2-based systems will be up to 25% more energy
efficient than the best of today‘s R-134a systems. In addition, CO2 can be used for heat
pump systems. Heat pump systems can supply cool and warm air and can be used in
hybrid vehicles. Also, CO2 systems need a smaller amount of gas than conventional
systems, which means the size of the system is substantially less than a conventional
system. The operation of a CO2 system is the same as that of any other A/C system but
the components are different due to the higher pressures. CO2 systems operate at pres-
sures that are nearly ten times that of an R-134a system. CO2 also has a critical tem-
perature that is much lower than R-134a. Critical temperature is the temperature above
which a substance cannot exist in the liquid state regardless of the pressure. Therefore,
these systems need an internal heat exchanger (IHX) and accumulator. The materials
used for hoses and gaskets must also be slightly different. The IHX is located between
the condenser and the evaporator. The accumulator is part of the IHX (Figure 9).
Figure 9. The layout of a CO2 A/C system.

Now that you have learned about the Overview of the historical devel-
opment of the heating and ventilation system and introduction of the air-
conditioning (A/C) system, do the succeeding activities. If you have questions
regarding the activity, you may call or send me a private message of the
number indicated in the flexible learning package.
Learning Activities
Activity 1. Directions: State the historical development of the heating and ventilation
system and introduction of the air-conditioning (A/C) system with their corresponding
year of development by using the table below. Submit your work in the pigeon boxes
which are provided in your department/college, or to google class on or before the date
as reflected in your study schedule. See scoring rubric for answers provided on page __.
Year Development
Example:
1900/Early The systems included heating clay bricks and placing them inside the
heating sys- vehicle or using simple fuel burners to add heat to the vehicle‘s interior.
tems
1902
1914
1939
1969
1970
1996
2019
2020/Today
Activity 2. Directions: Name the main components of an automotive heating system.

Write your answer on the space provided below. Submit your work in the pigeon boxes
which are provided in your department/college, or to google class on or before the date
as reflected in your study schedule.
I. Name the four (4) main components of an automotive heating system.
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
Thank you for completing the task. If you have not completed the task,
or you have difficulty in accomplishing the activity, please send me a mes-
sage to our google class or you may ask clarifications through a text message
or phone calls on the contact number included in your course guide.
And now, you are ready for the assessment.

Assessment
A. TRUE OR FALSE:
Direction: Write letter T if the statement or the underline word/s is correct and F if it is
wrong. Write your answer on the space provided before each number. Submit your work
in the pigeon boxes which are provided in your department/college, or to google class on
or before the date as reflected in your study schedule.
________1. The amount of heat necessary to change the state of a substance is called
a latent heat.
________2. The ventilation system on most vehicles is designed to supply inside air
from the engine to the passenger compartment through upper or lower vents or both.
________3. Automotive heating systems have been designed to work with the cooling
system to maintain proper temperature inside the car.
________4. All air-conditioning systems are based on three fundamental laws of nature:
heat flow, heat absorption, and pressure and boiling points.
________5. An amendment to the United States‘ Clean Air Act and international agree-
ments has mandated that R-134a be phased out as the refrigerant of choice.
________6. Pressure also plays an important part in air conditioning. The greater the
pressure on a liquid, the lower the boiling point.
________7. A change of state is the change of a substance from one physical form to
another. From Solid to Liquid to Gas.
________8. Carbon Dioxide (CO2) is toxic when used as a refrigerant.
________9. GWP is stands for Global Warning Potential.
________10. The compressor is the heart of an automotive air conditioning system.
You had just completed this unit. Rest and relax a while
then move on to take Unit 2.
Good luck!!!
Unit II –Basic Operation of an Air-Conditioning

System
Car air-conditioning systems have a refrigerant that via the compressor is

changed from a gas to a liquid, then as it passes through the condensor fresh air
flows through the condenser removing the heat created as a result of the change
from the high-pressure change from a gas to a liquid, it then moves through an ex-
pansion valve where it returns to a gas and then as it enters the evaporator, fresh
air blowing through the evaporator removes the heat (generated as the liquid be-
comes a gas again) and cool air is blown into the cabin…this process continues as
required by the vehicle.
Learning Outcomes
At the end of this unit, you will be able to:
 identify and locate the parts of air-conditioning system; and

 illustrate the basic operation of an air-conditioning system.
Pretest
Multiple Choice
Direction: Answer the question by writing the letter of the best answer. Write the answer
on the space provided before the number.
_______1. The major components of an air-conditioning are the following, Except

a. blower motor c. evaporator
b. compressor d. condenser
_______2. The heart of an automotive air conditioning system is
a. accumulator c. compressor
b. thermal expansion valve d. evaporator
_______3. The compressor is located on the engine and is typically driven by the en-
gine‘s _______________ via a drive belt.
a. flywheel c. alternator
b. crankshaft d. camshaft
_______4. The change from a vapor to a liquid is called _____________.
a. refrigeration c. dissipation
b. evaporation d. condensation
_______5. It refers to the side of the system that is under high pressure and high tem-
perature.
a. low side c. both side
b. high side d. low-pressure side
Thank you for answering the test. Please see page _______ for the key
answer.
If you got a score below 5, go to page 95 for further readings.
Content
Refrigerants
The refrigerant carries heat. In modern cars, refrigerant is a substance called R-

134a. Older cars‘ refrigerant is called R-12 freon, which is more expensive and difficult to
find than R-134a. Refrigerants are used to carry heat from the inside of the vehicle to the
outside of the vehicle. Automotive refrigerants have a low boiling point (the point at
which evaporation occurs). For example, at any temperature above _15.34°F
(_26.3°C), liquid R-134a can become a vapor. As a refrigerant changes state, it absorbs
a large amount of heat. Because the heat that it absorbs is from the inside of the vehicle,
passengers are cooler. To understand how a refrigerant is used to cool the interior of a
vehicle, the effects of pressure and temperature must be understood first. If the pressure
of the refrigerant is high, so is its temperature. Likewise, if the pressure is low, so is its
temperature. Therefore, the temperature of the refrigerant can be changed by changing
its pressure. As the pressure on a liquid increases, its boiling point also increases. Like-
wise, as the pressure decreases, the boiling point of the liquid also decreases. Figure 7
compares the pressures of R-12 and R-134a at various temperatures.
To absorb heat, the temperature and pressure of the refrigerant are kept low. To
dissipate heat, the temperature and pressure are high. As the refrigerant absorbs heat, it
changes from a liquid to a vapor. As it dissipates heat, it changes from a vapor to a liq-
uid. The change from a vapor to a liquid is called condensation. These two changes of
state—evaporation and condensation—occur continuously as the refrigerant circulates
through the system.
Refrigeration Cycle
In a basic A/C system, the heat is absorbed and transferred in the following steps
(Figure 10).
1. When the system is off, the refrigerant occupies the system as a vapor and its pres-
sure is the same throughout the system.
2. When the A/C compressor is turned on, it increases pressure on the refrigerant and
raises its temperature.
3. The refrigerant is pumped out of the compressor as a high-pressure, high-temperature
vapor.
4. The high-pressure gas is sent to the condenser. Heat in the refrigerant is moved to
the outside air by conduction and convection. The removal of the heat causes the refrig-
erant vapor to condense into a liquid under high pressure.
5. The high-pressure, high-temperature liquid leaves the bottom of the condenser and
enters a receiver/dryer or accumulator. These devices remove moisture and contami-
nants and store clean refrigerant until it is needed.
6. The refrigerant then flows to the inlet side of the evaporator core orifice or expansion
valve. These control the flow of refrigerant into the evaporator. The restriction causes the
pressure and boiling point of the refrigerant to drop.
7. As the liquid refrigerant leaves the restriction, it is at its lowest pressure and tempera-
ture.
8. The refrigerant then passes through the evaporator where it absorbs heat, through
convection, from the air inside the passenger compartment. The additional heat causes
the refrigerant to boil and change back to a vapor.
9. The refrigerant then returns to the compressor as a low-pressure, low-temperature
vapor and the cycle continues.
Figure 10. The basic refrigerant flow cycle.
An automotive A/C system is a closed, pressurized system. It consists of a com-

pressor, condenser, receiver/dryer or accumulator, expansion valve or orifice tube, and
an evaporator. To understand the operation of these components, remember that an A/C
system is divided into two sides: the high side and the low side. High side refers to the
side of the system that is under high pressure and high temperature. Low side refers to
the low-pressure, low-temperature side of the system.
Compressors
The compressor is the heart of the automotive A/C system. It circulates and
compresses refrigerant within the vehicle‘s cooling system. It separates the high and low
sides of the system. The compressor is designed to pump only refrigerant vapor; liquid
refrigerant will not compress and its presence in the compressor can damage it. Its pri-
mary purpose is to draw the low-pressure and low temperature vapor from the evapora-
tor and compress it into high - temperature, high-pressure vapor. The refrigerant then
has a higher temperature than surrounding air and condenses back to a liquid form at
the condenser. The secondary purpose of the compressor is to circulate or pump the
refrigerant through the A/C system under the different pressures required
for proper operation. The compressor is located on the engine and is typically driven by
the engine‘s crankshaft via a drive belt. Although there are numerous types of compres-
sors in use today (Figure 11), they are usually based on one of these designs.
Figure 11. Various A/C compressors.
Compressor Clutches
Most compressors are equipped with an electromagnetic clutch as part of the

compressor pulley assembly (Figure 12). It is designed to engage the pulley to the com-
pressor shaft when the clutch coil is energized. The purpose of the clutch is to transmit
power from the engine to the compressor and to provide a means of engaging and dis-
engaging the refrigeration system from engine operation. The clutch is driven by power
from the engine‘s crankshaft, which is transmitted through one or more belts (a few use
gears) to the pulley, which is in operation whenever the engine is running. When the
clutch is engaged, power is transmitted from the pulley to the compressor shaft by the
clutch drive plate. When the clutch is not engaged, the compressor shaft does not rotate,
and the pulley freewheels. The clutch allows the A/C system to be controlled by an elec-
tric circuit. The clutch relay is controlled by a temperature signal from the evaporator and
a pressure switch in the refrigerant line. In most systems, the compressor clutch cycles
on and off periodically to allow the evaporator to warm up during periods of high cooling
demand. The clutch is engaged by a magnetic field and disengaged by springs when the
magnetic field is broken. When the controls call for compressor operation, the electrical
circuit to the clutch is completed, the magnetic clutch is energized, and the clutch en-
gages the compressor. When the electrical circuit is opened, the clutch disengages the
compressor.
Electric Drive Compressors
One of the features of hybrid vehicles is the idle-stop or stop-start system. When
the vehicle is sitting at a light, the system shuts down the engine. This means there is no
power to drive the A/C compressor. Therefore, most hybrid vehicles have an electric
drive for the compressor. An electric motor is built into the compressor and is powered
by the vehicle‘s high-voltage system (Figure 13). This means the A/C system can oper-
ate when the engine is not running. A/C compressors in hybrid vehicles are typically
identical to those used in a conventional vehicle, except for the portion that is actuated
by the electric motor. Because the compressor is energized by electricity, the control
module can control its speed.
Figure 12. An A/C compressor clutch assembly.

Figure 13. An electric A/C compressor.
Refrigerant Oils
Normally the only source of lubrication for a compressor is the oil mixed with the
refrigerant. A/C systems carry oil through the system with the refrigerant to lubricate the
parts of the system, including the compressor. Because of the loads and speeds at
which the compressor operates, proper lubrication is a must for long compressor life.
The refrigerant oil required by the system depends on a number of things, but it is pri-
marily dictated by the refrigerant used in the system. R-12 systems use a mineral oil.
Mineral oil mixes well with R-12 without breaking down. Mineral oil, however, cannot be
used with R-134a. R-134a systems require that a synthetic oil, polyalkaline glycol
(PAG) or POE (polyester) oil. Most manufacturers use PAG oil in R-134a systems. Af-
termarket companies, on the other hand, often choose ester oils for lubrication with R-
134abecause they tend to attract less moisture than PAG oils. Most often when a sys-
tem has been converted from R-12 to R-134a, ester oil will be recommended. Ester oil
mixes well with mineral oil because it is hydrocarbon based.
There are a number of different blends of refrigerant oil; always use the one rec-
ommended by the vehicle manufacturer or compressor manufacturer. Failure to use the
correct oil will cause damage to the compressor.
Condenser
The condenser (Figure 14) consists of coiled refrigerant tubing mounted in a se-
ries of thin cooling fins to provide maximum heat transfer in a minimum amount of space.
The condenser is normally mounted just in front of the vehicle‘s radiator. Your vehicle‘s
condenser changes the refrigerant from gas to liquid and expels heat from the car. It re-
ceives the full flow of ram air from the movement of the vehicle or airflow from the radia-
tor fan when the vehicle is standing still.
Figure 14. A Typical Condenser
The purpose of the condenser is to condense or liquefy the high-pressure, high-

temperature vapor coming from the compressor. To do so, it must give up its heat. The
condenser receives very hot (normally 200 to 400°F), high-pressure refrigerant vapor
from the compressor through its discharge hose. The refrigerant vapor enters the inlet at
the top of the condenser and as the hot vapor passes down through the condenser coils,
heat (following its natural tendencies) moves from the hot refrigerant into the cooler air
as it flows across the condenser coils and fins. This process causes a large quantity of
heat to be transferred to the outside air and the refrigerant to change from a high-
pressure hot vapor to a high pressure warm liquid. This high-pressure warm liquid flows
from the outlet at the bottom of the condenser through a line to the receiver/dryer or to
the refrigerant metering device if an accumulator is used instead of a dryer. In an A/C
system which is operating under an average heat load, the condenser has a combination
coils. The lower third of the coils contains the warm liquid refrigerant, which has con-
densed. This high pressure, liquid refrigerant flows from the condenser and on toward
the evaporator. In effect, the condenser is a true heat exchanger.
Subcoolers
Some vehicles have a subcooler built into the condenser or have a separate
subcooler. Subcooling is a process by which sensible heat is removed from liquid refrig-
erant, resulting in lower refrigerant temperatures. The separate subcooler is located be-
tween the condenser and evaporator. A subcooler is a heat exchanger that allows the
refrigerant to lose additional heat after it becomes a liquid. The subcooler increases the
efficiency of the system by cooling the refrigerant and prevents premature vaporization
or flash off as the refrigerant passes through the expansion valve and before it reaches
the evaporator. Premature flash off can result in stopping some of the refrigerant from
evaporating, and that part of the refrigerant would have no useful effect on the cooling of
the vehicle. The heat exchange causes the liquid to be subcooled to a level that ensures
little or no flash gas on its way to the evaporator. Many vehicles have a condenser with a
subcool chamber (Figure 15). In these condensers, refrigerant enters at the top as a
high-pressure gas. It then passes through a receiver/dryer or modulator to separate the
liquid from the gaseous refrigerant. The modulator contains a desiccant and filter to re-
move the moisture and foreign material from the refrigerant. After passing through the
modulator, the refrigerant flows into the bottom subcooler chamber to further cool the
liquid. This results in complete liquidization of the refrigerant and better A/C perfor-
mance. These condensers have thin tubes and low fin height, which improve the heat
exchange rate. Because of this two-step approach, the refrigerant sent to the evaporator
is almost completely liquefied.
Figure 15. A condenser with a built-in subcooler.
Receiver/Dryer
Used on many early systems, the receiver/dryer is a storage tank for the liquid
refrigerant from the condenser, which flows into the upper portion of the receiver tank
containing a bag of desiccant (moisture absorbing material such as silica alumina or sili-
ca gel). The receiver or dryer filters your vehicle‘s refrigerant and oil, removing moisture
and other contaminants from them. As the refrigerant flows through an opening in the
lower portion of the receiver, it is filtered through a mesh screen attached to a baffle at
the bottom of the receiver. The purpose of the desiccant in this assembly is to absorb
any moisture present that might enter the system during assembly. These features of the
assembly prevent obstruction to the valves or damage to the compressor. Depending on
the manufacturer, the receiver/ dryer may be known by other names such as filter or de-
hydrator. Regardless of its name, the function is the same. Included in many receiv-
er/dryers are additional features such as a high-pressure fitting, a pressure relief valve,
and a sight glass for determining the state and condition of the refrigerant in the system.
Accumulator
Most late-model systems are not equipped with a receiver/dryer; rather, they use
an accumulator to accomplish the same thing (Figure 16). The accumulator is connect-
ed into the low side at the outlet of the evaporator. The accumulator also contains a des-
iccant and is designed to store excess refrigerant and to filter and dry the refrigerant
(Figure 17). If liquid refrigerant flows out of the evaporator, it will be collected by and
stored in the accumulator. The main purpose of an accumulator is to prevent liquid from
entering the compressor.
Figure 16. Two different accumulator designs.
Figure 17. An accumulator/dryer

Thermostatic Expansion Valve/Orifice Tube
The expansion valve (sometimes called the orifice tube) is a nozzle that simulta-
neously drops the pressure of the refrigerant liquid, meters its flow and atomizes it. The
refrigerant flow to the evaporator must be controlled to obtain maximum cooling while
ensuring complete evaporation of the liquid refrigerant within the evaporator. This is ac-
complished by a thermostatic expansion valve (TEV or TXV) or a fixed orifice tube (Fig-
ure 18).
The TEV is mounted at the inlet to the evaporator and separates the high-pressure side
of the system from the low-pressure side. The TEV regulates refrigerant flow to the
evaporator to prevent evaporator flooding or starving. In operation, the TEV regulates
the refrigerant flow to the evaporator by balancing the inlet flow to the outlet tempera-
ture. Both externally and internally equalized TEVs are used in A/C systems. The only
difference between the two valves is that the external TEV uses an equalizer line con-
nected to the evaporator outlet line as a means of sensing evaporator outlet pressure.
The internal TEV senses evaporator inlet pressure through an internal equalizer pas-
sage. Both valves have a capillary tube to sense evaporator outlet temperature.
The tube is filled with a gas, which, if allowed to escape due to careless handling, will
ruin the TXV.
Figure 18. Various orifice expansion tube assemblies.

Orifice Tube
Like the TEV, the orifice tube is the dividing point between the high- and low-
pressure parts of the system. However, its metering or flow rate control does not depend
on comparing evaporator pressure and temperature. It is a fixed orifice (Figure 52–28).
The flow rate is determined by pressure difference across the orifice and by subcooling
at the bottom of the condenser.
Figure 19. A typical orifice expansion tube.
Evaporator
Your vehicle‘s evaporator transfers heat to the refrigerant from the air blown
across it, cooling your car. The evaporator, like the condenser, consists of a refrigerant
coil mounted in a series of thin cooling fins (Figure 20). It provides a maximum amount
of heat transfer in a minimum amount of space. The evaporator is usually located be-
neath the dashboard or instrument panel.
Upon receiving the low-pressure, low-temperature liquid refrigerant from the TEV or ori-
fice tube in the form of an atomized (or droplet) spray, the evaporator serves as a boiler
or vaporizer. This regulated flow of refrigerant boils immediately. Heat from the core sur-
face is lost to the boiling and vaporizing refrigerant, which is cooler than the core, there-
by cooling the core. The air passing over the evaporator loses its heat to the cooler sur-
face of the core, thereby cooling the air inside the car. As the process of heat loss from
the air to the evaporator core surface is taking place, any moisture (humidity) in the air
condenses on the outside of the evaporator core and is drained off as water. A drain
tube in the bottom of the evaporator housing leads the water outside the vehicle. This
dehumidification of air is an added feature of the A/C system that adds to passenger
comfort. It also is used as a means of controlling fogging of the vehicle windows. Under
certain conditions, however, too much moisture can accumulate on the evaporator coils.
An example would be when humidity is extremely high and the maximum cooling mode
is selected. The evaporator temperature might become so low that moisture would
freeze on the evaporator coils before it can drain off.
Through the metering, or controlling, action of the TEV or orifice tube, greater or
lesser amounts of refrigerant are provided in the evaporator to adequately cool the car
under all heat load conditions. If too much refrigerant is allowed to enter, the evaporator
floods. This results in poor cooling due to the higher pressure (and temperature) of the
refrigerant. The refrigerant can neither boil away rapidly nor vaporize. On the other hand,
if too little refrigerant is metered, the evaporator starves. Poor cooling again results be-
cause the refrigerant boils away or vaporizes too quickly before passing through the
evaporator.
Figure 20. A Typical Evaporator
Blower Motor/Fan
The blower motor/fan assembly is located in the evaporator housing. Its purpose
is to increase airflow in the passenger compartment. The blower, which is basically the
same type as those used in heater systems, draws warm air from the passenger com-
partment, forces it over the coils and fins of the evaporator, and blows the cooled,
cleaned, and dehumidified air into the passenger compartment. The blower motor is con-
trolled by a fan switch. On some systems, blower speed is regulated by the speed of the
compressor.
Refrigerant Lines
All of the major components of the system have inlet and outlet connections that
accommodate either flare or O-ring fittings. The refrigerant lines that connect between
these units are made up of an appropriate length of hose or tubing with flare or O-ring
fittings at each end as required (Figure 21). In either case the hose or tube end of the
fitting is constructed with sealing beads to accommodate a hose or tube clamp connec-
tion. There are three major refrigerant lines. Suction lines are located between the outlet
side of the evaporator and the inlet side or suction side of the compressor. They carry
the low-pressure, low-temperature refrigerant vapor to the compressor where it again is
recycled through the system. Suction lines are always distinguished from the discharge
lines by touch and size. They are cold to the touch. The suction line is also larger in di-
ameter than the discharge line. Beginning at the discharge outlet on the compressor, the
discharge or high-pressure line connects the compressor to the condenser. The liquid
lines connect the condenser to the receiver/dryer and the receiver/dryer to the inlet side
of the expansion valve. Through these lines, the refrigerant travels in its path from a gas
state (compressor outlet) to a liquid state (condenser outlet) and then to the inlet side of
the expansion valve, where it vaporizes on entry to the evaporator. Discharge and liquid
lines are always very warm to the touch and easily distinguishable from the suction lines.
Aluminum tubing is commonly used to connect A/C components where flexibility

is not required. Where the line is subjected to vibrations, special rubber hoses are used.
Typically the compressor outlet and inlet lines are rubber hoses with aluminum ends and
fittings.
Figuren 21. Spring-lock line coupler with O-rings.
Sight Glass
The sight glass allows the technician to see the flow of refrigerant in the lines. A
sight glass is normally found on systems using R-12 and a TEV. It is rare to find a sight
glass on R 134a systems (Figure 22). However, some OEMs have a sight glass on all of
their A/C systems, regardless of the refrigerant used. It can be located on the receiv-
er/dryer or inline between the receiver/dryer and the expansion valve or tube.
Figure 22. The location of a typical sight glass.
Sight Glass
Now that you have learned about the basic operation of an air-
conditioning system, do the succeeding activities. If you have questions re-
garding the activity, you may call or send me a private message of the num-
ber indicated in the flexible learning package.
Learning Activities
Activity 1. Directions: Identify and locate the parts of automotive air conditioning system
according to each order of operation by using the AC system diagram below. Write your
answer in the box that corresponds on each part (see example below). Submit your work
in the pigeon boxes which are provided in your department/college, or to google class on
Basic Vehicle A/C System Diagram
1.______________________
2. ___________________
3.______________________
4._______________________
5._____________________
Activity 2. Directions: Illustrate the basic operation of an air-conditioning system. Write

your answer on the space provided below. Submit your work in the pigeon boxes which
are provided in your department/college, or to google class on or before the date as re-
flected in your study schedule.
I. Illustrate the basic operation of an air conditioning system by stating the process and
the parts that correspond to the following statement below.
Example. High pressure side, liquid
from the bottom of the condenser
enters to the receiver/dryer
1. High pressure side, gaseous
_______________________________
_______________________________
2. High pressure side, liquid
_______________________________
_______________________________
3. Low pressure side, liquid
_______________________________
_______________________________
4. Low pressure side, gaseous
_______________________________
_______________________________
Congratulations! You did a great job! You may now

take the assessment. Good luck!
Assessment
A. Multiple Choice: Directions: Answer the question by writing the letter of the best an-
swer. Write the answer on the space provided before the number. Submit your work in
the pigeon boxes which are provided in your department/college, or to google class on
______ 1. It is used in air conditioning system, changing from a liquid to a gas as it ab-
sorbs and releases heat.
a. refrigerant c. gasoline
b. alcohol d. carbon dioxide
______2. The compressor is considered as the ________ of the automotive A/C system.
a. pump c. brain
b. heart d. cooler
______3. As the refrigerant absorbs heat, it changes from a liquid to a vapor. As it dissi-
pates heat, it changes from a vapor to a liquid. The change from a vapor to a liquid is
called ______________.
a. refrigeration c. condensation
b. dissipation d. evaporation
______4. The main purpose of a/an ______________ is to prevent liquid from entering
the compressor.
a. accumulator c. condenser
b. thermal expansion valve d. evaporator
______5. The purpose of the ____________ is to condense or liquefy the high-pressure,
high-temperature vapor coming from the compressor.
a. compressor c. accumulator
b. evaporator d. condenser
______6. Low side refers to the _________, _________side of the system.
a. low pressure, high temperature c. low pressure, low temperature
b. high pressure, low temperature d. high pressure, high temperature
______7. This part allows the technician to see the flow of refrigerant in the lines.
a. orifice tube c. refrigerant
b. sight glass d. filter
______8. To understand how a refrigerant is used to cool the interior of a vehicle, the
effects of pressure and temperature must be understood first. If the pressure of the re-
frigerant is high, the temperature is __________.
a. high c. neutral
b. low d. none of these
______9. Therefore, the temperature of the refrigerant can be changed by changing its
___________.
a. direction c. weather condition
b. refrigerant d. pressure
______10. Base on the diagram in activity 1 (above), the A/C system cycle of operation
is started from _________________.
a. evaporator c. thermal expansion valve
b. compressor d. condenser
You had just completed this unit. Rest and relax a while
then move on to take Unit 3.
Good luck!!!
References
Atomization and Vaporization of fuel in the cylinder.(n.d.). Researchgate.Net. Retrieved
July 12, 2020, from https://www.researchgate.net/figure/Atomization-and-
Vaporization-of-fuel-in-the-cylinder-1_fig3_292906727.
Carley, L. (2007, July 1). GMC/Chevy Light Truck: Central Port Fuel Injection Diagnosis.
Aapex. https://www.underhoodservice.com/gmc-chevy-light-truck-central-port-
fuel-injection-diagnosis/
Dias, B., Lagana, A., & Justo, J. (2018, September 26). Typical Sets of Sensors and Ac-
tuators in a Spark Ignition Engine. IEEE XPLORE.
https://ieeexplore.ieee.org/document/8472894
Erjavec, J., & Thompson, R. (2014). Automotive Technology: A Systems Approach (5th
ed.). Cengage Learning.
Faiz, A., Weaver, C. S., & Walsh, M. P. (1996, March 10). Air pollution from motor
vehicles: standards and technologies for controlling emissions. The World Bank.
https://documents.worldbank.org/en/publication/documents-
reports/documentdetail/606461468739185298/air-pollution-from-motor-vehicles-
standards-and-technologies-for-controlling-emissions
Fuel Injection. (1997, October 2). In wikipedia.
https://www.howacarworks.com/basics/how-a-fuel-injection-system-works
Halderman, J. D. (n.d.). ” PPT-Fuel-injection Components and Operation.
Slideserve. Retrieved July 15, 2020, from
https://www.slideserve.com/amalia/chapter-27-fuel-injection-components-and-
operation
Hemmings. (2017, June 27). The Rambler Rebel‟s fuel injection – The Dream and the
Legend". Google. https://en.wikipedia.org/wiki/Fuel_injection

Nate, R. (2011, November 2). “NASCAR sets fuel injection for '12 but keeping restrictor
plates.” Wikipedia. https://en.wikipedia.org/wiki/Fuel_injection_in_NASCAR
Welshan, T. (2013, August). “A Brief History of Aircraft Carburetors and Fuel Systems”.
Wikipedia. https://en.wikipedia.org/wiki/Fuel_injection
“What does „injection style‟ mean?” By Summit Racing. (2019, October 29). Summit
Racing. https://help.summitracing.com/app/answers/detail/a_id/5236/~/what-
does-injection-style-mean%3F
Glossary
Air Induction System: An engine system that directs outside air into the engine‘s intake
manifold.
Air Injection: The introduction of fresh air into an exhaust manifold for additional burning
and to provide oxygen to a catalytic converter
Air-fuel Ratio A/F) Sensor: Similar to an oxygen sensor, this sensor is placed in the
exhaust stream and sends signal to the PCM is response to very slight changes in ex-
haust oxygen content.
Atmospheric Pressure: The weight of the air at sea level (about 14.7 pounds per
square inch or less at higher altitude)
Atomization: The stage in which the metered air-fuel emulsion is drawn into the air-
stream in the form of tiny droplets.
Carbon Monoxide (CO): Poisonous gas form in engine exhaust
Combustion: Rapid oxidation with the release of energy in the form of heat and light
Combustion Chamber: The space between the top of a piston and the cylinder head
where the engines combustion takes place
Electronic Fuel Injection (EFI): A generic term applied to various types of fuel injection
systems.
Engine Efficiency: A measure of the relationship between the amount of energy put
into the engine and the amount of energy available from the engine.
Evaporation: A natural process in which the moisture contain by an object leads and
enters the atmosphere.
Fuel Rail: A metal or plastic pipe in which the upper ends of the injectors are installed in
port injection systems
Manifold absolute pressure: A measure of the degree of vacuum or pressure within

an intake manifold; used to measure air volume flow.
Mass airflow (MAF) sensor: An EFI air intake sensor that measures the mass, not the
volume, of the air flowing into the intake manifold.
Microprocessor: The portion of a microcomputer that receives sensor input and han-
dles all calculations.
Misfiring: Failure of an explosion to occur in one or more cylinders while the engine is
running; can be continuous or intermittent failure.
Octane number: A unit of measurement on a scale intended to indicate the tendency of

a fuel to detonate or knock.
Occupational Safety and Health Administration (OSHA): A government agency

charged with ensuring safe work environments for all workers.
Oxidation inhibitor: Gasoline additives used to promote gasoline stability by controlling

gum and deposit formation and staleness.
Oxygen (O2) sensor: An input sensor that sends a voltage signal to the computer in
relation to the amount of oxygen in the exhaust stream.
PCM: Power control module.
Right-To-Know laws: Laws requiring employers to provide employees with a safe

workplace as it relates to hazardous materials.
Sensor: Any device that provides an input to the computer.
Scan tool: A microprocessor designed to communicate with a vehicle‘s on-board com-

puter to perform diagnosis and troubleshooting.
Stroke: A term used to describe cylinder size that represents the amount of movement
the piston has inside the bore.
Vaporization: The last stage of carburetion in which a fine mist of fuel is created below
the venturi in the bore.
Volatility: The tendency for a fluid to evaporate rapidly or pass off in the form of vapor.
For example, gasoline is more volatile than kerosene because it evaporates at a lower
temperature.
RUBRICS
Table 1. Performance Rubrics
Adapted from: K to 12 Automotive Learning Module

Answer Key
Unit 1 (Page 23)
Pretest
1) b
2) c
3) c
4) a
5) d
6) d
7) a
8) b
9) c
10) b
Unit 2 (Page 38)

Pretest
1. a
2. c
3. d
4. d
5. b
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FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM i

FUNDAMENTAL OF AUTOMOTIVE AIR CONDITIONING SYSTEM i

Violito D. Espole Jr.

Fundamental of Automotive Air Conditioning System

Violito D. Espole Jr.

Jose Rizal Memorial State University

Page and Cover designed: Violito D. Espole Jr.

First Edition _____________

JOSE RIZAL MEMORIAL STATE UNIVERSITY

In this package, significant documents are included such as course introduction,

Course Introduction - It presents the vital information about the course.

Course Syllabus - This provides vital information on the course outcomes,

Learning Guide - This provides significant information as to the students‘

communication mechanism, and the contact information of the instructor/professor and

Learning Contract - It is a document which contains the commitment of the

Course Introduction .............................................................................................. iii

COLLEGE OF INDUSTRIAL TECHNOLOGY

* Give an over- Midterm The In- The as-

*Describe and 2. Overview of

* Contrast en- 4. Introduc- Module Practical

*Diagnose 5. Engine Erjavec & Diagnos- Petrol Practical

*Service fuel 3. On-Board Erjavec & *Testing Module Visual Rep-

*Remove/repla 4. Protecting Erjavec & *Removin Module Project-

*Service idle 5. Testing Erjavec & *Self- Demonstra-

The term grade is computed using the formula:

40% - Performance (Demonstration 10%, Carburetor troubleshooting 10%, Disassembling/assembling and

30% - Major Requirements ( Written exam 15% and Project-based 15%).

30% - Formative Assessment (Submission of FA activity 25%, Student Engagement 5%).

Midterm Grade = 100% of the Midterm Grade

CLASSROOM RULES OF CONDUCT

Prepared: Noted: Noted: Approved/Disapproved:

VIOLITO D. ESPOLE CESAR E. NALZARO, MTE ESPERIDION M. SARITA, Ed.D

Date: 08/10/2020 Date: 08/12/2020 Date: 08/ 12/2020 Date:

Date Revised: _____________

Classroom Rules and Conduct

Week Unit Title Activities

September 28- October 1,

To pass the course, you must observe the following:

Feedback Modality and Communication Mechanisms

The term grade is computed using the formula:

40% - Performance (Demonstration of the principle function-10%;

Person/Office Email address CP number

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Jose Rizal Memorial

1. Globally G02. DESIGN AND Design - Thinking Industrial Technology

2. Industry G03. APPLY appropriate Design-Thinking Industrial Technology

3. Effective G04. COMMUNICATE with Communication Industrial Technology

4. Innova- G01. ANALYZE broadly- Innovative Compe- Industrial Technology

5. Service - G05. DEVELOP leadership Initiative and per- Industrial Technology

6. Life-long G07. DEMONSTRATE enthu- Self-Efficacy; Reflec- Industrial Technology

tinuous personal and pro- Self Competence; rounded, responsive, and

Jose Rizal Memorial State University

2 INDUSTRIAL Technology graduates Perform common services

3 Industrial Technology graduates

can communicate effectively in

4 Industrial Technology graduates

5 Industrial Technology graduates Apply safety measure and

6 Industrial Technology graduates Obtain and interpret scan

Service fuel 3. On-Board Erjavec & Testing Module Visual Rep-

Remove/repla 4. Protecting Erjavec & Removin Module Project-

Service idle 5. Testing Erjavec & Self- Demonstra-