v19.0 Final Hvac Heating Ventilating Airconditioning Electrical Simulator Balmes Decena Delossantos Mallantoc

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DEVELOPMENT AND ACCEPTABILITY OF HEATING, VENTILATING, AND
AIR CONDITIONING (HVAC) ELECTRICAL SIMULATOR
John Paul D. Balmes
Benedict C. Decena
Patrick A. Delos Santos
Eduard B. Mallantoc
Southern Luzon State University
Dual Training and Livelihood Center
Lucena Campus
Bachelor of Technical-Vocational Teacher Education
Major in Electrical Technology
May 2024
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CURRICULUM VITAE
Name: John Paul D. Balmes
Birthdate: December 5, 2000
Birthplace: Tayabas City
Permanent Address: Brgy. Ibaba Ilasan, Tayabas City
Contact Number: 0946 294 8201
Email Address: johnpaulbalmes02@gmail.com
Educational Background:
School/University Inclusive Years
Ilasan Elementary School 2008 – 2014
San Roque Parochial School Inc. 2014 – 2018
San Roque Parochial School Inc. 2018 – 2020
Southern Luzon State University 2020 – date

Lucena Campus
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CURRICULUM VITAE
Name: Benedict C. Decena
Birthdate: February 20, 2002
Birthplace: Lucena City
Permanent Address: Brgy. Mayao Castillo, Lucena City
Email Address: bedict.decena@gmail.com
Mayao Castillo Elem. School 2008 – 2014
LCNHS- Mayao Parada Exension 2014 – 2018
Calayan Educational Foundational Inc. 2018 – 2020

Lucena Campus
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CURRICULUM VITAE
Name: Patrick A. Delos Santos
Birthdate: November 4, 2000
Birthplace: Dasmariñas City, Cavite
Permanent Address: Brgy. Ilayang Talim, Lucena City
Email Address: pdelossantos770@gmail.com
Sultan Esmael Elementary School 2008 – 2014
Camflora National High School 2014 – 2018
Camflora National High School 2018 – 2020

Lucena Campus
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CURRICULUM VITAE
Name: Eduard B. Mallantoc
Birthdate: October 13, 2001
Birthplace: Burdeos, Quezon
Permanent Address: Brgy. Gulang-gulang, Lucena City
Email Address: eduardmallantoc2@gmail.com
Burdeos Central Elementary School 2008 – 2014
Burdeos National High School 2014 – 2018
Burdeos National High School 2018 – 2020

Lucena Campus
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CERTIFICATE OF ORIGINALITY
We hereby affirm that this compliance is our own work and that, to the best of our
understanding and certainty, it covers no material previously published by another person
nor material to which to a considerable range has been acknowledged for award of any
other degree or diploma of a university or other institute of higher learning, except where
due credit is made in the text.
We also declare that the logical content of this thesis is the product of our own
effort, even though we may have customary assistance from others on style, presentation
and semantic expression.
John Paul D. Balmes
Benedict C. Decena
Patrick A. Delos Santos
Eduard B. Mallantoc
________________________
Date
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APPROVAL SHEET
In partial fulfillment of the requirements for the degree Bachelor of Technical-
Vocational Teacher Education major in Electrical Technology, this research paper entitled
“Development and Acceptability of Heating, Ventilating, and Airconditioning
(HVAC) Electrical Simulator” has been prepared and submitted by John Paul D.
Balmes, Benedict C. Decena, Patrick A. Delos Santos, and Eduard B. Mallantoc, who
are hereby recommended for oral examination.
HIBIRSON E. LAGROSA, REE, LPT JESS MARK L. ALINEA, LPT, PhD

Technical Adviser Research Adviser
Approved in partial fulfillment of the requirements for the degree Bachelor of
Technical-Vocational Teacher Education major in Electrical Technology, by the oral
defense examination committee.
ROLAND A. CALDERON, DIT MARIA FARA A. CADELINA, PhD

Member Member
CELIO P. SECO, MTE

Chairperson
Accepted in partial fulfilment of the requirements for the degree Bachelor of
Technical-Vocational Teacher Education major in Electrical Technology
________________ JESS MARK L. ALINEA, PhD

Date Campus Director
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DEDICATION
This study is sincerely dedicated to my supportive and loving parents, Mr. Apolinario
Balmes, Mrs. Josephine Balmes, to my brother Julius Balmes, who supported me
financially, to my beloved partner, Gwyneth Cendaña, for always being
by my side and fully supporting me, and to Almighty God, for giving
me the ability to think clearly, for providing me with security
and competence, and for keeping me well while
I was conducting this research.
JPDB
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DEDICATION
This study is dedicated to my family, Tatay Domingo Decena, Inay Fe Decena, Ate
Mira Decena, and Kuya Byron Paul Decena, who helped me financially and for
extending their hands and support in any way that they can; to my partner in
life, Chansswe Lopez, who has always been a constant source of support
and encouragement during the challenges of my life. I am truly grateful
for having you in my life. Above all, to our God Almighty, who
is always there to give me strength and guidance in my
everyday life. Thank you for making
all of these possible.
BCD
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DEDICATION
This study is fully dedicated to our dear God for the blessings, bravery, and guidance; to
my supportive parents, Mr. Eduardo L. Delos Santos and Mrs. Josephine A. Delos
Santos, who have provided me with support, both financially and
emotionally; to the love of my life, Ayessa C. Rafol, for being
an inspiration in my life and a constant
source of motivation.
Matthew 6:33
PAD
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DEDICATION
This study is dedicated to my family, to my beloved parents, Eduardo Mallantoc and
Marisol Mallantoc, who has been my source of inspiration, who never left my side
and gave me financial support; to my sister, Evelyn, who continually provided
her moral and financial support over the years; lastly, I dedicate this thesis
to Almighty God, thank you for giving me strength, power of
mind, protection, and for giving me a healthy
life. All of these I offer to you.
EBM
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ACKNOWLEDGEMENT
The researchers would like to extend their deepest gratitude to the following
persons who made significant contributions to the accomplishment of this research study.
They acknowledge with sincerity and appreciation the following people:
To Maria Fara A. Cadelina, PhD, the researchers’ instructor, for providing
assistance and guidance in making this study possible;
To Jess Mark L. Alinea, PhD, the researchers’ adviser, for his constructive advice
and unceasing guidance for the improvement and completion of this paper on time;
To Engr. Hibirson E. Lagrosa, the technical research adviser who guide the
researchers on the appropriate development of the prototype and in guiding them;
To Roland A. Calderon, DIT and Celio P. Seco, MTE, panelists, for their time in
giving comments, recommendations, and suggestions for the betterment of the study;
To Balmes Family, Decena Family, Delos Santos Family and Mallantoc Family,
for unending moral and financial support, and for serving as their inspiration to accomplish
the research study.
Their Classmates and Friends, for constantly providing cheers and for sticking to
them in threading the path of the study; and to
ALMIGHTY GOD in Heaven, for all the graces that made every endeavor
possible, they gave Him the highest praise.
The Researchers
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TABLE OF CONTENTS
Title Page
Title Page i
Curriculum Vitae ii
Certificate of Originality vi
Approval Sheet vii
Dedication viii
Acknowledgement xii
Table of Contents xiii
List of Tables xvi
List of Figures xvii
List of Appendices xviii
Abstract xix
Chapter I Introduction 1
Background of the Study 2
Objectives of the Study 4
Significance of the Study 5
Scope and Limitation 6
Definition of Terms 7
Chapter II Review of Literature 10
Instructional Materials in Technical Education 10
Heating, Ventilating, and Air Conditioning (HVAC)
Electrical Simulator 11
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Construction Materials of the Simulator 13
Single pole Contactor 13
Thermostat 15
Indicator Lights and Buzzer 17
Fan Motor 18
Time Relay 19
Fluorescent Lamp 20
Circuit Breaker 20
Evaluation Parameters 21
Aesthetics 22
Functionality 22
Safety 23
Workability 24
Economy and Cost 25
Educational Applicability 26
Conceptual Framework 28
Chapter III Methodology 30
Research Locale 30
Respondents 30
Research Design 30
Research Instrument 31
Data Gathering Procedures 32
Work Plan 32
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Project Design 33
Exploded Design 34
Schematic Diagram 35
Pictorial Diagram 36
Project Development 37
Project Development Chart 38
Project Technical Description 39
Operation and Testing Procedures 41
Maintenance 43
Evaluation Procedure 43
Statistical Treatment 43
Chapter IV Results and Discussion 45
The Developed HVAC Electrical Simulator 45
Performance Test Results 47
Acceptability Results 51
Chapter V Summary, Findings, Conclusion and Recommendation 59
Summary 59
Findings 60
Conclusions 61
Recommendations 61
References Cited 62
Appendices 65
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LIST OF TABLES
Table Page
1. 5- point Likert Scale 31
2. Work Plan of the Study 32
3. Application Test 47
4. Overall Performance Test 50
5. Acceptability of the Simulator in Terms of Aesthetics 51
6. Acceptability of the Simulator in Terms of Functionality 52
7. Acceptability of the Simulator in Terms of Safety 53
8. Acceptability of the Simulator in Terms of Workability 54
9. Acceptability of the Simulator in Terms of Economy and Cost 55
10. Acceptability of the Simulator in Terms of Educational Applicability 56
11. Summary of the Acceptability Results 57

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LIST OF FIGURES
Figures Page
1. Single pole Contactor 13
2. Thermostat 15
3. Indicator Lights and Buzzer 17
4. Fan Motor 18
5. Time Relay 19
6. Light Bulb 20
7. Circuit Breaker 21
8. Conceptual Framework of the Study 28
9. Overall Design of the HVAC Electrical Simulator 33
10. Exploded View of HVAC Electrical Simulator 34
11. Schematic Diagram of HVAC Electrical Simulator 35
12. Pictorial Diagram of the Simulator 36
13. Project Development of the Study 37
14. Flow Chart of the Study 38
15. HVAC Electrical Simulator 45

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LIST OF APPENDICES
Appendix Page
A Letter of Request 66
B Research Instrument 67
C List of Evaluators 69
D Acceptability Evaluation Results 70
Results for Aesthetics 70
Results for Functionality 71
Results for Safety 72
Results for Workability 73
Results for Economy and Cost 74
Results for Educational Applicability 75
E Learning Module 76
F Supplies and Materials 105
G Expert Certification 106
H Similarity Index Report 111
I Language Editing Certification 112
J Evaluation Photos 113

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Abstract
Title: DEVELOPMENT AND ACCEPTABILITY OF HEATING,

VENTILATING, AIRCONDITIONING (HVAC)
ELECTRICAL SIMULATOR
Researchers: JOHN PAUL D. BALMES

BENEDICT D. DECENA
PATRICK A. DELOS SANTOS
EDUARD B. MALLANTOC
Research Adviser: JESS MARK L. ALINEA, LPT, PhD
Technical Adviser: HIBIRSON E. LAGROSA, REE, LPT
The aim of this study is to help electrical students learn about HVAC systems. It teaches
both theory and practical skills, which is of great help for electrical technology students.
This simulator is essential for those aiming to succeed in the electrical technology field,
especially for students at Southern Luzon State University in Lucena Campus who are
majoring in electrical technology. The researchers determined what was required,
designed, and develop an HVAC electrical simulator. The simulator concentrated on
industrial motor control and automation, which is included in the course material for the
students. The level of acceptability was assessed and evaluated using parameters such as
aesthetics, functionality, safety, workability, economy and cost, and educational
applicability. The developed simulator is “highly acceptable.” The gathered data showed
the effectiveness of the device in the three domains of education: cognitive, affective, and
psychomotor. Additional features are recommended to be integrated to the simulator like
surrounding sensor and emergency stop.
Keywords: Electrical Simulator, Electrical Technology, HVAC

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Chapter I
INTRODUCTION
Electrical Technology is the understanding of electrical and electronic principles
that have been converted from a knowledge basis into practical abilities. Electrical
technology has advanced quickly in the present as electricity makes up a large portion of
modern living (Pu, 2021). According to Polotovich (2022), it was mentioned that
combining actual educational technologies with practical learning training built upon a
defined plan will contribute to improving teaching standards. The teacher should encourage
the student to develop research and supplementary search abilities since the student’s
perceptions and actions are also important sources of knowledge in addition to what is
taught in the lectures.
Furthermore, the importance and relevance of technological advancements in
enhancing the professional knowledge and skills of aspiring technology education
instructors cannot be overstated. This is particularly significant in the current research
landscape and in the context of human regeneration.
Every approach or activity where the learner’s responsibility for learning is
prioritized over the instructor’s comes under the scope of active learning. Learning, not
teaching, is the focus. Students who use an active learning technique participate well in the
content they are studying by reading, writing, discussing, etc. These technologically based
learning resources are particularly helpful for electrical engineering students to grasp
phenomena and processes when it comes to transformer safety protocols (Magrabi, 2022).
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Lutsenko and Lutsenko (2022) having participated in a number of training courses
and seminars on instructing electrical engineering students, including the one it is currently
taking, came to the realization that only students with advanced learning skills can
comprehend. Even a typical learner will become disinterested in and lose focus while
listening to a lecture. It should be able to use the active learning method to teach a group
of students with varying cognitive abilities on engineering course to capture their full
attention and excite their interest in learning.
The HVAC Electrical Training Simulator was designed to improve learning
assimilation of knowledge and skills of electrical students and will provide additional
knowledge for electrical technology students on what HVAC is. As cited by Pereyras
(2020), throughout the process of teaching-learning, the utilization of mock-up trainers as
pedagogical resources essential for developing technical skills and practices to ensure the
students receive a high-quality education in a setting similar to industry.
Moreover, in another study of Pereyras (2020) entitled “Acceptability and
Technical Feasibility of an Electrical Wiring Installation Trainer,” the designer of the
trainer seeks the evaluation of electrical engineers, technicians, and electricians from both
academic and industry domains to assess the trainer’s acceptability and technical
feasibility. This as well was performed on the developed trainer of this study.
Background of the Study
The Electrical Technology course equips students with the technical knowledge and
manual skills required for professions in the installation and maintenance of contemporary
electrical systems, equipment, and controls. People are unable to imagine a world without
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technology as it develops. In such a scenario, electrical technicians are young, energetic
individuals who are using cutting-edge technologies to discover approaches to raise the
standard of living. Electrical technicians are in constant demand.
The HVAC Electrical Simulator was designed and developed by the researcher for
Southern Luzon State University, Lucena Campus, to give laboratory and hands-on
experience for electrical technology students. Teachers and students studying electrical
technology found the developed project useful. During laboratory activities, this project
provided the relevant knowledge and practical skills. Students can adapt abstract principles
to practical, hands-on application through simulation-based learning.
Electrical students, for instance, can study about how to carry out an operation, but
actual practice will make them feel much more at ease. Students learn to make wise
decisions at various points in the scenario by practicing with mock or real training boards
in a dedicated electrical environment, such as an electrical skills laboratory. This is
particularly advantageous when individuals meet such circumstances in practical contexts.
Moreover, simulations foster the acquisition of concepts through hands-on application.
They assist students in comprehending the intricacies of an idea. Due to their active
involvement, students often see these activities as more immersive and captivating
compared to other forms of engagement that rely solely on observation or second-hand
information. Educational resources such as textbooks and instructional devices and
technology facilitate the enhancement of students’ comprehension in a given subject. One
of the challenges faced by educational institutions offering technology courses is the
absence of essential tools, equipment, and facilities required for the teaching and learning
process. The researchers have suggested the setup of an HVAC Electrical Simulator as a
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method of improving knowledge acquisition and skill development among electrical
students.
Objectives of the Study
The primary objective of this project is to design and develop HVAC Electrical
Simulator Trainer intended for utilization in the electrical technology laboratory.
Specifically, it seeks to attain the following objectives:
1. To develop HVAC Electrical Simulator Trainer using STC 1000 thermostat, single
pole contactor, air-conditioning element (fan motor), heating element (light bulb),
light indicators, delay-on-make timer, special purpose outlet, buzzer, and terminal
blocks;
2. To test the performance of the developed trainer according to its design parameters;
and
3. To evaluate the acceptability of the trainer in terms of:
3.1 Aesthetics
3.2 Functionality
3.3 Safety
3.4 Workability
3.5 Economy and Cost
3.6 Educational Applicability

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Significance of Study
The HVAC Electrical Simulator Trainer is a project designed to help the students
of SLSU Lucena Campus in performing the laboratory activities in their major subjects. It
would be very useful especially for the students who wanted to see and know how to
perform the intended activities of the simulator.
This research would contribute benefits to the following:
To the Educators, this study holds potential benefits for teachers seeking to
enhance their instruction of HVAC fundamentals. The utilization of an HVAC electrical
simulator as a teaching tool holds promise in effectively augmenting the knowledge and
abilities of students studying electrical technology in the field of HVAC. This simulator is
expected to serve as a dependable and credible source of information for educational
purposes.
To the Academe, the primary contribution of this research is to encourage the
students to enhance and develop a similar study. It would be of great help in all educational
institutions and references of the academy in providing productive learning to its students.
To the Students, this work would be a valuable resource for students seeking to
develop skills in HVAC while staying inside their electrical laboratory. This would lessen
training costs and would improve skill acquisition. Thereby, alleviating academe-industry
gaps in terms of skill shortage, skill mismatch, and skill gaps.
To the Researchers, this would help them apply the knowledge they have learned
in undertaking developmental research and completing the manuscript through productive
writing. Also, this study served as the culmination of their years of study in the field of
electrical technology.
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To the Future Researchers, this research could serve as a useful resource for
scholars looking for assistance with their own research. In a manner akin to the process of
adaptation and development, the outcomes of this investigation possess the potential to
function as a valuable reference and fundamental basis for future scholarly inquiries aimed
at progressing within the specific domain of knowledge.
Scope and Limitation
The research would primarily concentrate on the conceptualization, creation, and
evaluation of HVAC electrical simulators. Its functions are for the HVAC troubleshooting,
giving the student the opportunity to practice their skills while the teacher can provide the
step-by-step instructions. Its set-ups are limited to circuit breakers, electrical wiring, light
indicators, line voltage, multimeters, single-pole contactors, thermostat operations, and
thermostat wiring. The simulator does not cover the fundamental operation of an HVAC
system, such as an air conditioner, heater, or refrigerator. Only representations of each were
provided for simulation.
The simulator would aid the technical instructors in better comprehending how
students apply the principles of HVAC to various situations. Additionally, it would assist
the teacher in imparting knowledge to students so they can comprehend operation
sequence, schematic interpretation, and electrical diagnosis in a controlled classroom
setting. The simulator’s dimensions are 16X20 blank plywood board with 2X2 good
lumber for the frame of the trainer and a thin aluminum thin angle bar. The simulator was
manufactured locally using plywood board, special purpose outlet, gauge piggyback
female spade crimp connectors, metal electric box, octagon metal with knockout, octagon
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metal ceiling light box, fan motor, wire nuts, cable clamps, cable trap, 14-gauge THHN
white stranded wire, timer relay, thermostat wire, duplex receptacle, light bulbs, and metal
box connector. The casing was made of plywood and metal to hold all the parts of the
HVAC simulator board. The elements and parts of the simulator was made from locally
available materials.
Furthermore, the study was developed at the Bachelor of Technical-Vocational
Teacher Education-Electrical Technology department of Southern Luzon State University,
Lucena Campus. The study was conducted during the Academic Year 2022-2023.
Definition of Terms
The following terminologies functioned as a point of reference for understanding
the terms employed in this research. Operational definitions were employed by the
researchers in the study to delineate the specific manner in which they utilized the
aforementioned constructs.
Aesthetics is a theory or concept that talks about the concepts and considerations of arts
on the project that is pleasing to the senses, especially sight.
Circuit Breaker is a component required in the training board that describes a mechanical
switching device that can produce, carry, and stop currents both under normal
circuit circumstances and under certain abnormal circuit conditions, such as short-
circuit conditions, for a predetermined amount of time.
Connection Diagram is a simpler illustration of an electrical circuit’s pieces using either
conventional symbols or photos of the individual sections, and it shows the
common junction that might impact the components that are not operating.
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Economy and cost include the expenses spent to develop the project.
Educational Applicability is on how the project helps in the field of electrical technology.
This includes the assessment of the simulator in terms of the three learning
domains: cognitive, psychomotor, and affective domains.
Electrical Wiring are the wires needed for the training board to function. The loads that
make up the system are all powered by the wires, which also connect the different
electrical parts to run a system.
Functionality gives an overall picture of the device’s performance in terms of quality and
capacity. Both teachers and students should use the simulator with ease and should
serve its intended purpose.
GFCI (Ground Fault Circuit Interrupter) was used to detect the amount of current
traveling from hot to neutral wire and trip or turn off power to electrical circuits.
Fuse or circuit breakers are not the same as GFCIs. GFCI is a component of the
simulator.
HVAC (Heating, Ventilating, Air Conditioning) is the primary focus of the simulator.
Technically, HVAC provides thermal comfort and ensures enough ventilation,
including filtration, in order to support the maintenance of optimal indoor air
quality.
Light indicators verify the simulator’s operational status. They indicate whether the power
is on or show the operational state of a component.
Line Voltage is a component to supply power directly to heaters and they can manage
more power than low voltage thermostats that operate central HVAC systems such
as a gas furnace.
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Multimeter is a test tool used for the measurement of multiple electrical quantities,
primarily including voltage expressed in volts, current measured in amps, and
resistance denoted in ohms. Furthermore, it can determine the operational status of
the system or component.
Safety is the state of being away from any hazards that can be caused by natural hazards
or human errors before, during and after the development or operation of the
simulator.
Schematic Diagram is the component that describe the elements of a circuit, the electron
source, and the electron flow. It is a diagram that may use as a guide to find
components and quickly identify problems.
Simulator refers to the HVAC electrical simulator that was developed on this study. This
simulates the components and processes of HVAC to help students develop skills
while inside their electrical laboratory.
Single Pole Contactor is the power supply that facilitates the operation of the components
of the simulator, including the compressor and condenser fan, by enabling the
activation and deactivation of the Airconditioning (AC) unit. Though AC unit in
this study was only represented by a fan.
Thermostat Operations displays the current temperature and gives the option to choose
the desired temperature. The simulator would cool or heat the air to change the
present temperature.
Workability is the working progress or the feasibility in developing the simulator.

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Chapter II
REVIEW OF LITERATURE
This chapter provides an overview of the related research and literature that the
researchers have considered to enhance the significance of the current study.
Instructional Materials in Technical Education
The use of technology in the classroom, according to teachers, enhances both work
satisfaction and educational outcomes. Teachers are under no duty to master new
technologies for use in the classroom unless they are absolutely necessary. Additionally,
there is a lot of room for material development using new technology. Materials might
assist instructors as they teach social skills, cognitive ideas, and self-care techniques.
Moreover, by offering enough practice-feedback and a range of genuine scenarios, they
assist students in strengthening and applying their abilities and knowledge to new contexts
(Cagiltay, Cakir & Islim, 2019).
According to Orishev and Burkhonov (2021), the material development leads to the
topic of the need to train future technology education teachers to be knowledgeable about
their job and be engaged. In the field of technology education, the development of
professional skills and abilities is critical in molding the development of social thinking,
practical experience, worldview, and future teachers’ thinking. In addition, it significantly
contributes to the enhancement of their professional competence and the logical approach
they adopt towards their profession.

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Currently, numerous technology institutes are incorporating instructional materials
as a pedagogical tool in the field of technology education. It helps to hone oneself in the
use of actual devices or equipment suitable for learning in real-life situations; and to be
ready for the future and the actual use when they have finished studying so they can use
these skills in the path they are taking. The successful completion of targeted skills is
significantly influenced by the instructional materials utilized.
The success of this study depends on how effectively it is applied to technology
education. An instructional material for electrical technology students was developed
equipped with how this instructional material operates.
Heating, Ventilating, and Airconditioning (HVAC) Electrical Simulator
The HVAC system is a climate control. This is due to the fact that these three roles
are vital to keeping comfort in every home. The main function of HVAC is to control room
temperature, airflow, temperature, and humidity.
According to Aquino (2022), Isidro Lapea, Secretary of TESDA, said in a statement
that new training facilities are being established. These facilities would offer advanced
HVAC training programs that are aligned with industry standards and requirements. These
initiatives have the potential to contribute significantly to the nation’s economic
development by providing a qualified workforce that is well-versed in the industry and
capable of meeting its demands. Thus, developing graduates that are initially skilled within
the premises of the school would contribute more to this cause and will lessen training
costs in the future.

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Moreover, Morris (2022) mentioned that students should be given the chance to
become familiar with the fundamentals of electricity before moving on to constructing a
control circuit. It is intended for beginning training classes for apprentices and vocational
students and can be used for practice demonstrations or lectures demonstrating the controls
on how they work. This is one of the main objectives of this study—developing a simulator
for control calibration in HVAC for electrical technology programs.
Furthermore, since the developed simulator has a connection to energy savings and
other technological, economic, and environmental concerns, HVAC system is currently a
widely discussed subject in the academic circles. The primary focus of HVAC system
modeling is the internal thermal experience, which encompasses the modeling of buildings,
air handling unit (AHU) equipment, and indoor thermal processes. To date, numerous
methodologies for modeling HVAC systems have been developed, and these
methodologies have reached a very sophisticated level of advancement. Nevertheless, there
exist specific challenges pertaining to the implementation and incorporation methods
employed for the diverse HVAC types (Humod, 2013).
As cited by Trzyna (2016), heating and ventilation are not much behind in the
process of innovations and inventions. By enhancing productivity and building design,
inventing air conditioners had an impact on a variety of settings and workplaces and
ultimately contributed to the expansion of cities. Carrier Company conducted research that
led to advancements in heater design as well as the humidity which circulated air over coils
containing a coolant and is still a widely used model today.
HVAC system is the focus of the developed simulator, and this is intended to be
used inside the electrical technology laboratory for instruction purposes.

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Construction Materials of the Simulator
The following are the materials that were used in the construction of the simulator:
Single Pole Contactor
Figure 1. Single pole contactor

Source: https://www.westfloridacomponents.com
In the developed simulator, all components receive power under the supervision of
an AC contactor. If the contactor is damaged, the air conditioner would not be able to
sufficiently chill the house and may continue to run even when the thermostat is off.
Physical deterioration, or pitting, can be used to identify a defective AC contactor. When
the contactor has been exposed to extremely high voltage and heat, pitting happens. A
contactor with pits is more likely to stick, resulting in an ongoing flow of electricity to the
appliance (Cooper, 2023).
According to Reed (2023), AC’s contactor functions as a switch that either permits
or disallows power to the unit. Even though there is always electricity at the unit (if
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everything else is running smoothly), it is waiting at the contactor to be transmitted to the
condenser’s functional components, such as the motor and compressor. The activation of
the contactor is facilitated by a solenoid that engages a small plunger, in contrast to the
utilization of air pressure switches or manual operation of light switches, which necessitate
physical interaction to initiate the switching action. The application of a 24-volt current to
the coil generates an adequate amount of force, causing the button located on the contactor
to be pulled down. The button functions as a mechanism like a drawbridge, which, when
activated, closes the drawbridge, allowing the passage of electricity to operate the
compressor and condenser fan.
In addition, the contactor, which has a coil built into it, is energized by a
transformer, typically 24 volts, when a thermostat reaches the desired temperature. The
contactor’s legs are pulled downward when the coil is ignited, creating contact on both
sides, and completing a circuit. The coil releases the legs from the transformer when there
is no voltage, allowing the circuit to open. These contactors are used to turn on high-voltage
components such as motors, compressors, and other high-voltage components in the
heating and cooling processes (Benetti, 2014).

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Thermostat
Figure 2. Thermostat
According to JW Plumbing (2021), thermostats are vital features of every home
heating and cooling system. The science underlying the thermostat is quite straightforward.
Things expand as they warm up, and they contract as they cool down. Mechanical
thermostats employ this phenomenon, known as thermal expansion, to turn on and off an
electrical circuit. In most thermostats, bimetallic strips and gas-filled bellows are
commonplace. A bimetallic strip relates to the joining of two distinct metal strips, each
composed of a different metal, to create a single unit. The strip of bimetallic functions as a
conduit inside the electrical circuit that connects to the heating system in one’s home.
Electricity will be flowing across the circuit and the heating will be activated while
this bridge is “down.” The strip will warm up along with the house, and as one of the metals
expands more than the other, the strip will start to slightly bend. The bridge will eventually
16
bend to the point where it has opened the circuit and is “up,” at which point the power will
shut off, cutting the heat, and cooling the space.
To provide an example, the operational efficiency of an engine during the early
hours of the day demonstrates slight fluctuations when exposed to cold temperatures. The
engine’s design enables a rapid warm-up procedure, hence enhancing its overall efficiency.
The major function of the thermostat is to effectively control and maintain the temperature
of the engine, so ensuring its stability and consistency after it has attained the suitable
operational level. The thermostat functions like to a valve, adjusting its position in order to
control the movement of a substance, in reaction to fluctuations in temperature. The
thermostat functions by inhibiting the engine’s interaction with the radiator until it reaches
a predetermined minimum temperature. The lack of a thermostat in the engine would lead
to a continual dissipation of heat to the radiator, thereby extending the duration needed for
the engine to attain its optimal operating temperature. The thermostat is responsible for
controlling the flow of coolant to the radiator once the engine reaches the desired
operational temperature, with the aim of sustaining a stable temperature.

17
Indicator Lights and Buzzer
Figure 3. Indicator lights and buzzer
Indicator lights and buzzer are common signal output devices in control circuit. It
is used for signal indication or reminder on various electrical cabinets and equipment. They
provide visual output for the users to indicate if there is anything that needs attention.
Buzzer light indicators are also called indication light buzzers. It just looks like the LED
indicator, but it is with a buzzer inside. Indicators are used in many applications to grab the
attention of the operators or nearby personnel to indicate if something significant is
happening.
When a voltage is applied across the two electrodes, the piezoelectric material
mechanically deforms due to the applied voltage. This movement of the piezo disk within
the buzzer creates sound in a similar manner as the movement of the ferromagnetic disk in
a magnetic buzzer or the speaker cone.

18
In this study, an LED light indicator is used as a signal light to check the placement
and operation of the trainer’s electrical equipment and circuits. The operational status of
the circuit (electric or non-electric), the operational status of the electrical equipment
(operation, shutdown, test), and the operational status of the position (closed or
disconnected) are commonly indicated by indicator lamps.
Fan Motor
Figure 4. Fan motor
In HVAC systems, fan motors are crucial parts that affect indoor comfort, energy
efficiency, and environmental sustainability. The importance of selecting the proper fan
motor type, using cutting-edge control techniques, and improving system design is
emphasized in this study. These steps will increase performance while lowering energy
consumption. Future HVAC systems could be even more eco-friendly and energy-efficient
due to the ongoing developments in fan motor technology.

19
According to Ahmad (2022), an induction motor is an alternating current (AC)
device in which the stator serves as an induction source or a transformer to provide direct
alternating current to the stator’s armature windings and indirect alternating current to the
rotor’s windings. It is also referred to as a revolving transformer as a result. Its stator
windings simulate the coils of synchronous machines.
In this study, the fan motor is the representation of the cooling system of the
simulator.
Time Relay
Figure 5. Time relay
A time relay is like a special switch that, as Apogeeweb (2020) explained, needs a
clear and specific amount of time to pass after starting or stopping an input signal before it
makes a change. It is a device used in electricity to turn on or off a circuit with more power
when connected to a circuit with less power.

20
In this study, time relays are used to manage timing-related tasks, ensuring that
different components of the HVAC system operate at the right times and for the appropriate
durations.
Fluorescent Lamp
Figure 6. Light bulb
A light bulb is a device that generates light using electricity. It accomplishes this
by running an electric current via a small wire known as a filament. According to BYJUS
(2023), this filament is often constructed of tungsten, which produces light when electricity
passes through it. The light bulb serves as the heating element in the developed simulator.
Circuit Breaker
Circuit breakers are essential components in power systems. They are installed to
safeguard the system from undesired faults by interrupting the circuit and stopping the flow
21
of current (Alharbi & Habiballah, 2020). A circuit breaker is a safety device that helps
protect circuits by stopping the flow of current in a trainer when there is a short circuit or
overcurrent. By using a circuit breaker, the HVAC Electrical Simulator becomes safer and
more efficient for end users.
Figure 7. Circuit breaker
The various literature discussed above comprised the developed HVAC Electrical
Simulator. These components were assembled in a working table and are being used for
instruction purposes in the electrical laboratory.
Evaluation Parameters
The following parameters are the variables that were used in measuring the
acceptability of the proposed simulator.

22
Aesthetics
Heybach (2020) argues that the relationship between aesthetics and education
makes it possible to understand how the study of perception, sensory experience, beauty,
and art offer the chance for education and human emancipation. In a nutshell, powerful
aesthetic encounters are those that lead one to think, interpret, and feel in a way that goes
beyond the unchanging nature of reality and the facets of daily life. The study of aesthetics
can help people become more aware of who they are and how others see them. The study
of aesthetics in education suggests that learning might help intellectually comprehending
reality in addition to only amassing factual knowledge.
Aesthetics in design and technology can be defined as one’s perception of a product
in terms of its form, color, size, content, fragrance, appearance, or taste. One or more of
the aforementioned variables may be used by a person when utilizing a product or when
forming an opinion about one. According to trends and preferences, a person’s view of any
good or service varies. Aesthetics can also refer to qualitative studies that focus on the
philosophical ideas and considerations of the arts and of aesthetic experiences in the setting
of qualitative research. Aesthetics is increasingly interpreted as paying attention to the act
of constructing meaning from within the act of constructing itself. Aesthetics in this study
refers to the overall instructional appeal of the developed simulator to the end users,
experts, and electrical instructors.
Functionality
Albrando (2017) described functionality as it is provided by the plan, portraying
the general capabilities a device performs. What is monitored among support is a device’s
23
capability, not what it is meant to do, but rather how successfully it completes the required
tasks.
Functionality refers to whether a design works and helps the users meet their goals
and needs. From products such as chairs or tables to designs such as books or web
interfaces, functionality varies but is everywhere. When a design is highly functional, it
does what it is expected to do and does it well. Good design has a purpose and is crafted in
such a way that it will consistently and reliable execute a particular function.
Designers know the importance of creating functional products, so they run a lot of
usability tests to ensure everything is working properly and as expected (Interactive Design
Foundation, 2020). Functionality serves, in this study, as the measure as to whether the
developed simulator performs its intended function according to its design parameters.
Safety
To ensure the secure execution of a particular task, continuous safety research is
conducted with the objective of improving existing items, tools, materials, systems, and
equipment. The current emphasis on improving safety protocols within the workplace is a
matter of mutual interest for both enterprises and regulatory entities, as they endeavor to
mitigate the occurrence of accidents and potential risks.
As stated by ELITech Group (2016), having a thorough comprehension of
laboratory equipment is crucial, regardless of whether personal utilization is necessary or
not. Additionally, it is crucial to exercise caution and discretion while engaging with fellow
researchers, employees, and colleagues. Every laboratory has numerous electrical cords
that are strung around the space to keep the devices functioning properly. Even though
24
laboratory must be powered by electricity, cords should be handled carefully to avoid
creating a safety issue. The presence of a faulty electrical connection has the potential to
initiate a fire, result in someone stumbling and falling due to cables, or lead to the
destruction of electrical equipment.
It is necessary to invest in power strips, receptacles, and power cords to prevent any
of the mentioned issues. In addition, it is important to avoid connecting power strips
collectively, leaving wires near heat sources, or running them on the floor near doorways
or extension cables (Matthew, 2016).
Safety, in this study, is measured in terms of the safety in operation, absence of
sharp edges, and the provisions of safety features in the simulator.
Workability
Workability is anything that aids in the achievement or nearness to one’s objectives.
Workability is among a multitude of determinants that impact and contribute to a product’s
effectiveness. When an object possesses value, it can be employed to accomplish a
particular goal. In general, the objective of designers is to create functional objects. In
contrast, the term “usable” refers to the degree of simplicity associated with utilizing a
specific product. Dieter, Kuhn, and Semiatin (2003) mentioned that workability, influenced
by how materials behave and the way processes are designed, is very important when
working with materials. It has a big impact on the cost of making a part, depending on
whether it can be formed without breaking or causing other problems. Because metals are
complex, there is no single test that can measure their workability. Irrespective of its
functionality and applicability, the absence of implementation renders a design futile.

25
Perhaps, for the success of their endeavors, designers will need to contemplate approaches
that go beyond the utilitarian and practical. The specific parameters measured in this study
in terms of workability are the availability of materials, technical equipment, and technical
expertise.
Economy And Cost
Cost effectiveness takes into account choices that are contrasted in light of
associated costs as well as the viability of the adjustment measure. For instance, it can be
agreed that the costs of a comprehensive program for variety transformation are higher than
those associated with altered administrative forces (Deguzman, 2016).
The utilization of economy and cost in HVAC Electrical Simulator involves
optimizing energy usage by altering its configuration. Anticipating future energy
consumption holds substantial value in effectively managing energy consumption within
commercial buildings. For example, forecasting energy usage across various building
sections aids in analyzing consumption patterns, efficiencies, and areas of inefficiency.
This insight assists in pinpointing primary targets for energy conservation endeavors. An
approach to achieve this is by devising systems that repurpose existing components in
innovative and intelligent ways (Vakiloroaya et al., 2014).
As stated by Dubey (2020), the escalating demand for air conditioning systems has
spurred opportunities for novel innovations and technological advancements in this
domain, profoundly impacting the economy. Consequently, this topic garners significant
interest for skill development in an expanding industry, presenting ample avenues for study
26
and exploration. In this study, economy and cost will be measured in terms of material cost,
development cost, and maintenance cost.
Educational Applicability
Simulators can dispense objective feedback that facilitates skill development, in
addition to monitoring student progress. Furthermore, they possess the capability to
provide specialized skill development; educators possess the jurisdiction to ascertain the
material covered, whereas learners elect which proficiencies they desire to cultivate.
Instruction can be delivered remotely and at any moment, and creating, revising, or
updating training materials is a breeze. The non-essential nature of physical training
equipment has been rendered immaterial by the constant availability of synthetic
equipment.
Hurix (2021) stated that along with theoretical knowledge, familiarizing pupils with
real-life events through simulation can assure better understanding, improved retention,
and generate more enthusiasm, especially in subjects like science, technology, engineering,
and healthcare. In fact, simulation-based learning has the potential to motivate students to
exhibit greater concern for the consequences of their actions and the real world, develop
robust analytical skills, and perform more effectively on assessments and in professional
environments. Nevertheless, through the application of their theoretical knowledge in a
simulated environment, learners have the opportunity to enhance their pragmatic
comprehension. It facilitates the conceptual and empirical research of students.

27
Educational applicability will be measured in this study through the partnered
modules with the HVAC Electrical Simulator. The modules and the simulator must be
providing venues for learning in the cognitive, psychomotor, and affective domain.
28
Conceptual Framework
A conceptual framework was developed by drawing upon the concepts, ideas,
theories, and findings of relevant literature and studies that were presented, as well as
extracting insights from them.
Figure 8. Conceptual framework of the study
The conceptual framework presents the series of activities from conceptualization
to fabrication to testing and evaluation. The figure shows the different important processes
that were involved in the study – input, process, output, and evaluation.
29
Input includes knowledge and hardware requirements, supplies and materials
needed to fabricate the simulator. The theories and principles in HVAC and basic
benchwork are vital information that served as the basis for conceptualizing the project.
Process commences at designing. Computer-aided designing was used for the
engineering of the concept. It is the stage where the concepts and ideas were put into papers
or software that helped the researchers in visualizing the project. Involved in the process
are building electrical connections including testing and maintaining safety in the
developed simulator.
Upon completion of the output, the simulator underwent evaluation in accordance
with the following criteria: aesthetics, functionality, safety, workability, and economy and
cost. Moreover, comprehensive evaluation based on educational applicability was
conducted.
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Chapter III
METHODOLOGY
The procedures and processes necessary for the research and development of the
HVAC Electrical Simulator are detailed in this chapter. This includes the research locale,
respondents targeted, research design, research instruments, data collection methodologies,
and project design.
Research Locale
This research study was conducted at Southern Luzon State University – Lucena
Campus, Brgy. Ibabang Dupay, Lucena City, Quezon Province. Since this simulator was
intended for an electrical laboratory to be used by the electrical students, it was fabricated
and assembled at the electrical technology laboratory.
Respondents
Intended respondents of this study are five (5) electrical engineers, five (5)
electrical installation and maintenance trainers, five (5) technical teachers in electrical
field, and all electrical technology students. They were chosen purposively. They evaluated
the simulator through answering survey questionnaires along the set parameters: aesthetics,
safety, functionality, workability, economy and cost, and educational applicability.
Research Design
The researcher adhered to the developmental research methodology.
Developmental research is the systematic investigation of designing, constructing, and

31
assessing a device to achieve an acceptable level. The application of developmental
research to instructional technology is crucial. This study evaluated the progress made by
the researchers during the device’s development phase along its parameters – aesthetics,
functionality, safety, workability, economy and cost, and educational applicability.
Research Instruments
The researchers used an adapted research instrument to evaluate and determine the
performance of the simulator. It was adapted from Alinea (2018) from a master’s thesis
titled “Development of Gear Trainer.” This 5-point Likert scale, Table 1, used the
descriptive ratings of highly acceptable (5), acceptable (4), fairly acceptable (3),
unacceptable (2), and highly unacceptable (1). The researchers used this effective
instrument to verify the acceptability of the application. It was answered by checking the
scale that the respondents desired for the specific question.
Table 1
5-point Likert Scale
Numeric Rating Range Qualitative Description

5 4.21-5.00 Highly Acceptable (HA)
4 3.41-4.20 Acceptable (A)
3 2.61-3.40 Fairly Acceptable (FA)
2 1.81-2.60 Unacceptable (A)
1 1.00-1.80 Highly Unacceptable (HA)

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Data Gathering Procedures
The researchers produced the letter, which has been acknowledged by the research
adviser and approved by the campus director. An assessment of the questionnaires’ validity
was performed. The device was evaluated by five electrical specialists in accordance with
the following criteria: aesthetics, functionality, safety, workability, economy and cost, and
educational applicability. The collected information was computed, interpreted, and
tabulated.
Work Plan
Table 2
Work Plan of the Study
Jan Feb Mar Apr May Jun Jul Aug Sept

Activities
‘23 ‘23 ‘23 ‘23 ‘23 ‘23 ‘23 ‘23 ‘23
Planning and Conceptualizing Research for

the Study Proposal
Data Gathering for Documentation
Gathering of Materials
Preparation for Installing Components
Finishing of the final output
Testing of HVAC Electrical Simulator
Implementation and Evaluation of HVAC

Simulator
Final Evaluation
This table shows the specific time allotted to complete the study. It shows the
organization and development of the study from planning, preparing, creating to finalizing
the simulator. All the procedures are mentioned in the work plan to make the study
organized. It is used to also show the development of the research while doing the process.
33
Project Design
Figure 9. Overall design of the HVAC electrical simulator
The simulator illustrated in this figure is demonstrating all the parts and
components of the simulator. The simulator was constructed using a single pole contactor
24-volt, 30-amp circuit breaker, 15-amp GFCI plug with cord, thermostat wire, light bulbs,
light indicators and buzzer, time relay, fan motor, and thermostat.
34
Exploded Design
Figure 10. Exploded view of HVAC electrical simulator
The figure shows the exploded view of the developed. It includes the outlet and its
box, also known as a utility box. Next are the components: contactors, fan relays, switching
relays, thermostats, and circuit breakers. The exploded view shows the connections of each
component in the simulator.

35
Schematic Diagram
Figure 11. Schematic Diagram of HVAC Electrical Simulator
The protection devices used include AC power with a GFCI and contactor. The
figure presents the process of distribution of electric power to the components flow. All
other components are connected also to both the fan motor and light.
36
Pictorial Diagram
Figure 12. Pictorial diagram of the simulator
The figure shows the connection of HVAC to their different parts or components.
The GFCI line 1 and 2 are both connected to L1 and L2 of a contactor. The outlet represents
other connecting components for this device. The fan relay is both connected to a motor
and contactor and to the sequencer used as controller to change into heat from ventilating.
In addition to being connected to the sequencer, the general-purpose toggling relay permits
a small amount of electrical current to regulate high current loads. The thermostat functions
as a regulating device component, utilizing a multi-tap transformer as its power source to
detect and control the temperature of the HVAC system.

37
Project Development
Project Plan and Design
Fabrication
Testing
Finalization
Evaluation
Figure 13. Project development of the study
The figure clarifies how a trainer was created step by step. The researchers first
created a plan to develop the trainer. Then they assembled the necessary materials and
constructed it. They then performed tests to ensure that it functions. Based on experts’
advice, they made adjustments that as required. Finally, the trainer was examined and
reviewed by professionals.
38
Project Development Flow Chart
Figure 14. Flow chart of the study
The study’s flowchart illustrates the sequential execution in the development of the
HVAC electrical simulator. The process commenced with the identification of
acknowledged procedures and concepts, references, and ideas. The validity of each task is
a prerequisite for progressing to the subsequent stage, until the trainer concludes the
evaluation process and determines whether the task has been completed successfully.
39
Project Technical Description
The HVAC Electrical Simulator is a tool that assists students studying Electrical
Technology. It allows professors to demonstrate how things function and assess how well
students do in the laboratory. It also aids students’ learning and comprehension of their
lessons. The aim of this electrical simulator is to enable upcoming students to acquire fresh
knowledge and abilities, which they can then apply to real-world scenarios within the realm
of electrical technology. The HVAC Electrical Simulator contains various electrical
components, such as a thermostat, single-pole contactor, time relay, indicator bulbs
(orange, green), buzzer, cooling fan motor, heating light bulb, special-purpose outlet, and
circuit breaker for the safety of the device.
Thermostat is the brain of the HVAC Electrical Simulator. The thermostat is a
temperature control model with a supply voltage of AC 110-220V. It offers a temperature
range for HVAC Electrical Simulator of -50°C to +99°C with a temperature measurement
accuracy of ±1°C within the range of -50°C to +70°C. It regulates temperature by
controlling the power status of the connected load. This device automatically switches
between heating and cooling modes based on the room sensor temperature with a use of
probe of a HVAC Electrical Simulator. The primary function of a single-pole contactor in
the HVAC Electrical Simulator is to control the flow of electrical power to the fan motor.
The current rating of a single-pole contactor in an HVAC system is 20 ampere and supply
voltage of AC 110-220v. Timer relays offer various timing functions such as ON-Delay,
OFF-Delay. It regulates the cooling time to avoid overloading. Time-delay relays debounce
control switches by keeping the contactor coil de-energized during the debounce time
delay.
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In addition, the indicator bulb is used to reflect the working state of a trainer. It
helps to indicate whether the HVAC is operational for heating which is orange and green
for cooling. Buzzers play a significant role in safety and alarms for a trainer, it regulates
the cooling process together with a timer. It allows student to respond promptly and check
the HVAC for possible modification of a temperature.
Moreover, fan motor serves as a cooling component for the electrical simulator.
Fan motors operate on standard voltages 240V. This serves as the cooling device to interact
with the probe of the thermostat and provide a signal for the operation of the system. To
increase the temperature, it is necessary to use the light bulb to generate high temperature
to the thermostat. When the thermostat reaches the low temperature, the power supply to
the bulb is temporarily shut on.
Further, the circuit breaker is the electrical switch designed to automatically open
a circuit for the HVAC system when there is an overload or short circuit and ensuring that
excessive currents do not cause harm to the users of this HVAC device. It prevents damage
to components, overheating, and fires. The power rating of circuit breaker is 30 amperes
and 50 Hz. It protects the HVAC Electrical Simulator system from unexpected tripping
and shutdowns.
The simulator offers a safe and controlled environment for learning complex
electrical concepts related to HVAC systems. Students can gain a practical understanding
of how HVAC systems work and how to troubleshoot common issues through hands-on
experience with these components and their interactions. Through practical experience
with various components and their interactions, the simulator helps students learn and
understand electrical subjects.

41
Operation and Testing Procedure
a. Operation Procedure
To use this simulator, follow the steps below:
Step 1. It is necessary to get a power supply from a 220V outlet.
Step 2. After plugging into the outlet, raise the GFCI breaker so that the current
flows through it.
Step 3. Hit the sequencer to see if it works.
Step 4. Check the thermostat if it follows the temperature around it.
Step 5. Press the sequencer to switch what you want, whether it is cold or hot
temperature.
Step 6. Turn off the circuit breaker after use.
b. Testing Procedure
i. Thermostat Testing
Step 1: Immerse the temperature probe (heat sensor) in fan motor.
Step 2: Wait until the temperature reading stabilizes.
Step 3: Adjust the controller’s settings until it matches the actual room
temperature (usually 0°C or 32°F).
Step 4: Set the preferred temperature value.
Step 5: Press the F1 key to check the temperature set-point.
Step 6: Use the arrow keys to adjust the desired temperature.
Step 7: Confirm the setting.
Step 8: Check the hysteresis value (F2) if needed.

42
Step 9: Use the arrow keys to navigate to the calibration option (often labeled
as CAL or OFFSET).
Step 10: Confirm the new setting.
ii. Power Testing using Multimeter
Step 1: Select the appropriate voltage setting on the multimeter.
Step 2: Turn on the circuit breaker.
Step 3: Connect the multimeter probes to the appropriate test points or
terminals on the HVAC Electrical Simulator.
Step 4: Check all terminations for power.
Step 5: Place the tester on the single-pole contactor to check if there is current
flowing through the components when it is in the cooling process.
Step 6: Check the fan motor if it is operating. And then, test it using the tester.
iii. Timer Testing
Step 1: The rotating blade of the timer must be set to the desired number of
minutes.
Step 2: When the cooling is running, the fan motor also runs.
Step 3: Just wait for the buzzer to sound and check the temperature.
iv. Cooling and Heating Testing
Step 1: Calibrate the thermostat (refer to the thermostat testing).

43
Step 2: Set the temperature below room temperature to activate the light
bulb (Heating).
Step 3: Set the temperature higher than room temperature to activate the fan
motor (Cooling).
Maintenance
To avoid damage, it is appropriate to avoid dropping when handling and using the
HVAC Electrical Simulator. It should be used with caution and must be used only as
intended. It is also desirable to keep the wiring connections neat and organized. Changing
wiring connections should be done by authorized person only.
Evaluation Procedure
The researchers used a survey questionnaire to determine the acceptability of the
developed simulator. The parameters used are aesthetic, functionality, safety, economy and
cost, workability, and educational applicability. The respondents comprised of five (5)
engineers, five (5) EIM trainer, and all students of BTVTEd major in Electrical Technology
in SLSU Lucena Campus. The evaluation instrument used a 5-point Likert scale in which
5 is the highest and 1 is the lowest.
Statistical Treatment
The researchers used the average weighted mean formula to determine the
acceptability of the HVAC Electrical Simulator. The formula is provided below:

44
ƩWM
𝑨𝑾𝑴 =
𝑁
AWM = Average Weighted Mean
Ʃ = Summation
WM = Weighted Mean
N = number of respondents
45
Chapter IV
RESULTS AND DISCUSSION
This chapter provides an analysis and interpretation of the data collected in the
course of the study. Figures were presented and the data were organized in a tabular format
to enhance clarity in presenting the results.
The Developed HVAC Electrical Simulator
Figure 15. HVAC electrical simulator

46
Figure 15 shows the developed HVAC Electrical Simulator. The training board,
essential for constructing the simulator, comprised of key components necessary for its
functionality. At its core lay an STC 1000 LED digital thermostat, capable of both
automatic temperature detection via an attached probe and manual adjustment through its
buttons. Displaying the temperature, it facilitated user control and monitoring.
Powered by either 120V or 240V, the board was safeguarded by a 30-amp circuit
breaker, shielding connected devices from harm during short circuits or overloads.
Facilitating cooling, a 12V fan, symbolizing a cooling device, was driven by a single-pole
contactor with a 24V, 20amp capacity, typically utilized in air conditioning systems. This
arrangement prevented potential overload by regulating power distribution from the main
line to the fan.
For heating representation, a 5W light bulb was affixed to a receptacle.
Distinguishing cooling and heating were light indicators—a green light for cooling and a
yellow one for heating—each boasting a 220V pilot lamp and 12V power. A red-light
indicator-equipped buzzer signaled the need for device rebooting or shutdown when
activated. Linked to a 12V, 30-second Double Pole-Double Throw Delay-on-make timer
with 8 pins, it ensured proper device operation by enabling a preset delay before initiating
heating or cooling cycles.
Additionally, a specialized outlet, tied to the circuit breaker, facilitated device
testing, and could serve as a power source for auxiliary equipment. Integration of
components was simplified through a terminal block, reducing direct wire contact for
enhanced safety and convenience.

47
Performance Test Results
Experts evaluated the acceptability of the simulator with the set parameters. The
following are the results of the performance testing.
Table 3
Application Test
Test Case Expected output User number Pass/ Failed

a. Test device The device works and the components 1 Pass
function well 2 Pass
3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Pass
9 Pass
10 Pass
b. Temperature (cooling) As the user increases the temperature in the 1 Pass

thermostat, the fan motor (cooling) will run. 2 Pass
3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Failed
9 Pass
10 Pass
c. Temperature (heating) As the user decreases the temperature in the 1 Pass

thermostat, the bulb (heating) will light. 2 Pass
3 Failed
4 Pass
5 Pass
6 Pass
7 Pass
8 Failed
9 Pass
10 Pass
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Table 3. continued
Test Case Expected output User number Pass/ Failed

d. Light Indicators As the fan (cooling) starts running, the 1 Pass
(cooling) green indicator will light. 2 Pass
3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Pass
9 Pass
10 Pass
e. Light indicators As the bulb (heating) starts lighting, the 1 Pass
(heating) yellow indicator will light. 2 Pass
3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Pass
9 Pass
10 Pass
f. Buzzer The buzzer will start ringing after the set 1 Pass
time on the delay-on-make timer relay 2 Pass
ending the loop. 3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Pass
9 Pass
10 Pass
g. Special purpose outlet Any device plugged in will start running. 1 Pass
2 Pass
3 Pass
4 Pass
5 Pass
6 Pass
7 Pass
8 Pass
9 Pass
10 Pass
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Table 3 provides a detailed overview of the application testing conducted to assess
the performance of the various features incorporated into the simulator. These features
encompass critical aspects such as temperature control, light indicators, buzzers, and
special purpose outlet. Among the seventy (70) attempts made during testing, an
overwhelming majority proved successful, with only three instances resulting in failure.
Specifically, the device testing, along with the evaluation of light indicators, buzzer
functionality, and the special purpose outlet, yielded positive outcomes across the board.
These components demonstrated their reliability and effectiveness in fulfilling their
intended functions. However, despite the overall success, there were isolated incidents
where the temperature control feature encountered challenges.
In terms of cooling, one attempt fell short of expectations, while two attempts
related to heating also experienced difficulties. Although these instances of failure
represent a small fraction of the total testing endeavors, they underscore areas where
improvements may be warranted to ensure consistent performance across all facets of the
training board. Nevertheless, the predominantly positive results affirm that the device
adeptly replicates HVAC features in a manner that is both convenient and user-friendly.
By offering a reliable simulation of these essential functions, the simulator proves itself as
a valuable tool for training purposes and serves as a testament to its efficacy in preparing
students for real-world scenarios within the HVAC field.

50
Table 4
Overall Performance Test
Test Case Performance

a. Test device 100%
b. Temperature (cooling) 90%
c. Temperature (heating) 80%
d. Light Indicators (cooling) 100%
e. Light indicators (heating) 100%
f. Buzzer 100%
g. Special purpose outlet 100%
Average 95.71%
The table serves as a comprehensive assessment of various components crucial to
the performance of the simulator. It meticulously details the performance of each element,
providing invaluable insights into the board’s overall usability and effectiveness. Notably,
the test device, light indicators, buzzer, and special purpose outlet demonstrate exceptional
performance, each achieving a perfect score of 100%. This indicates that these core features
function flawlessly, meeting the requirements and expectations set forth for them.
However, the evaluation also reveals a minor discrepancy in the temperature
control feature, particularly concerning heating, which garnered a slightly lower score of
80%. While still a respectable result, this suggests a potential area for enhancement to
ensure optimal performance across all aspects of the training board. Addressing any issues
or limitations in the heating component could further enhance the overall usability and
functionality of the board, providing users with a more seamless experience. The overall
performance of the simulator is 95.71%.

51
Acceptability Results
The questionnaires were given to fourteen (14) electrical technology students in
Southern Luzon State University – Lucena Campus, five (5) electrical trainers, five (5)
electrical professors, and five (5) electrical engineers. They evaluated and gave knowledge,
insights, and comment on the simulator. The results of acceptability evaluation are as
follows:
Table 5
Acceptability of the Simulator in terms of Aesthetics
Aesthetics Weighted Mean Descriptive Rating

1. Ingenuity 4.41 Highly Acceptable
2. Rigidity of Construction 4.41 Highly Acceptable
3. Simplicity of mechanism 4.62 Highly Acceptable
Average Weighted Mean 4.483 Highly Acceptable
This table presents the assessment of the device’s acceptability in terms of
aesthetics, encompassing three distinct attributes. The device’s weighted mean of 4.483,
which corresponds to “Highly Acceptable,” implies that it is innovative and original. The
strength of the construction, as shown by a score of 4.41 meaning “Highly Acceptable,”
indicates that the prototype device has a durable and substantial structure, stretching from
the table frame to its individual components. Based on the feedback provided by the
participants, the prototype’s simplicity was consistently praised. As shown by its weighted
52
mean score of 4.62, it is highly acceptable. The procedure of creating and customizing is
simple.
Table 6
Acceptability of the Simulator in terms of Functionality
Functionality Weighted Mean Descriptive Rating

1. Flexibility 4.45 Highly Acceptable
2. User-friendliness 4.59 Highly Acceptable
3. Minimal and Tolerable Vibration 4.24 Highly Acceptable
The table displays the degree of acceptance with regards to the functionality of the
simulator, which encompasses three distinct criteria. The “flexibility” variable obtained the
weighted mean of 4.45, indicating a rating of Highly Acceptable. This implies that the
simulator exhibits a high level of user-friendliness in terms of both initial setup and
configuration processes. The vibration levels of the device were assessed and categorized
as minimum and bearable. The lowest vibration level obtained corresponded to a weighted
mean of 4.24, which is classified as “Highly Acceptable.” It is worth noting that the
presence of a fan motor in the device resulted in a slight amount of vibration. Finally, the
attribute of user-friendliness obtained a weighted mean score of 4.59, which was also
evaluated as being “Highly Acceptable.” Based on the collected data, it can be observed
that the gadget exhibits a straightforward configuration process, little vibration, and a user-
friendly interface that can be easily comprehended by any individual. The mean value of
53
Functionality, when weighted, is calculated to be 4.425, indicating a descriptive grade of
Highly Acceptable.
Table 7
Acceptability of the Simulator in terms of Safety
Safety Weighted Mean Descriptive Rating

1. Safety in Operation 4.48 Highly Acceptable
2. Absence of Sharp Edges 4.41 Highly Acceptable
3. Provisions of Safety Features 4.52 Highly Acceptable
The table illustrates the safety level of the simulator in relation to its acceptance.
The data collection process yielded 4.48 as the weighted mean for the Safety in Operation
variable, indicating a high level of acceptability based on the descriptive assessment. The
simulator is described as being “safe for use.” “Absence of Sharp Edges” received a
weighted mean score of 4.41, indicating a high level of acceptability. This suggests that
the device exhibits little presence of sharp edges. Finally, the weighted mean for the
“Provisions of Safety Features” was determined to be 4.52, suggesting a high level of
approval. According to the information presented, the device is capable of ensuring the
user’s safety. Overall, the average weighted mean for safety is 4.471, reflecting a
descriptive rating of Highly Acceptable.

54
Table 8
Acceptability of the Simulator in terms of Workability
Workability Weighted Mean Descriptive Rating

1. Availability of Materials 4.76 Highly Acceptable
2. Availability of Technical Equipment 4.55 Highly Acceptable
3. Availability of Technical Expertise 4.48 Highly Acceptable
The acceptance level of the simulator in relation to its workability is shown in the
table above. The first attribute, “Availability of Materials,” had a weighted mean score of
4.76 and was rated highly acceptable based on the descriptive evaluation. According to the
results of the evaluation, the components and materials used in the simulator are easily
available and do not incur substantial costs. The availability of technical equipment was
determined to have a weighted mean of 4.55, suggesting a highly acceptable level. Finally,
the third characteristic had the weighted mean of 4.48 and was assigned the descriptive
grade “Highly Acceptable.” When workability is weighted, the mean score is 4.598,
suggesting a highly acceptable level. This signifies that the prototype device’s materials
and components are easily available and may be constructed by an individual with the
assistance of an expert.
55
Table 9
Acceptability of the Simulator in terms of Economy and Cost
Economy and Cost Weighted Mean Descriptive Rating

1. Materials Cost 4.52 Highly Acceptable
2. Development Cost 4.59 Highly Acceptable
4. Maintenance Cost 4.59 Highly Acceptable
This table shows the acceptance level of the simulator in relation to its economy
and cost. Development cost had a mean weighting of 4.59, suggesting a high degree of
acceptance. The simulator received the lowest mean score in materials cost due to the
significant expenditure required for its improvement. The third attribute, however, received
the highest mean score of 4.59 and was classified as highly acceptable based on descriptive
rating. Because its components and materials are readily available on the market, the
simulator has a low maintenance cost. When the weights for economy and cost are
considered, the mean value is found to be 4.563. This result is equivalent to the descriptive
rating “highly acceptable.”

56
Table 10
Acceptability of the Simulator in terms of Educational Applicability
Educational Applicability Weighted Mean Descriptive Rating

1. Cognitive Domain 4.55 Highly Acceptable
2. Psychomotor Domain 4.62 Highly Acceptable
3. Affective Domain 4.55 Highly Acceptable
It illustrates the degree of approval for the educational applicability of the
simulator. The cognitive domain earned the weighted mean of 4.55, showing that it was
Highly Acceptable. This means that the prototype device may be used by students
throughout their educational journey, encouraging the advancement of their knowledge.
The weighted mean for the psychomotor domain was 4.62, suggesting that it is highly
acceptable. According to the evaluation, this simulator could help students improve their
performance tasks and increase their abilities. Finally, the affective domain received a
weighted mean of 4.55, also Highly Acceptable. This suggests that the simulator can
generate affective reactions from students and assist the application of information in real-
world circumstances. When educational applicability is weighted, the mean score is
determined to be 4.575, suggesting a high degree of acceptance.

57
Table 11
Summary of the Acceptability Results
Parameters Acceptability
Aesthetics 4.483
Functionality 4.425
Safety 4.471
Workability 4.598
Economy and Cost 4.563
Educational Applicability 4.575
AWM 4.519
In conclusion, the acceptability evaluation of the simulator encompassed various
parameters, resulting in an overall weighted mean of 4.519, indicative of its highly
acceptable rating. Delving into its aesthetic appeal, the device achieved an average
weighted mean of 4.483, suggesting it is not only visually pleasing but also boasts a robust
and durable structure. This combination of simplicity and sturdiness ensures that the device
not only looks good but also withstands the rigors of regular use.
Functionality, a crucial aspect of the simulator, was also thoroughly examined,
yielding an impressive average weighted mean of 4.525. This rating underscores the
device’s user-friendliness, from its initial setup to the configuration process, making it
accessible and easy to use for individuals across various skill levels. Furthermore, the
safety aspect of the device was meticulously assessed, resulting in a weighted mean of
4.471. This high rating signifies that the device not only performs effectively but also
ensures the well-being of its users, minimizing the risk of any potential harm during
operation.
58
When considering the device’s workability, the mean score of 4.598 indicates a
high level of satisfaction. Its readily available materials and components, coupled with the
possibility of assembly with expert assistance, make it a practical and feasible option for
users. Economically, the device garnered an average weighted mean of 4.563, highlighting
its affordability and accessibility. While maintenance is straightforward due to readily
available components, developmental costs may be slightly higher due to potential
additional features for future research endeavors.
Lastly, the educational applicability of the device stands out, with a weighted mean
score of 4.575. This suggests that the device has the potential to significantly contribute to
students’ learning experiences, aiding in the improvement of their performance tasks and
the enhancement of their skills. Its versatility makes it a valuable tool throughout students’
educational journeys, fostering a deeper understanding of concepts and encouraging
knowledge advancement.
59
Chapter V
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter encompasses a comprehensive overview of the evaluation of the
simulator, including a summary of the findings, conclusion, and recommendations. The
task was undertaken to conduct evaluations and ascertain the necessary requirements for
device modification.
Summary
HVAC (Heating, Ventilating, and Air Conditioning) Electrical Simulator for SLSU
Lucena Campus was developed to provide laboratory and hands-on experience for
electrical technology students in their selected area of specialization. The project’s
intended audience includes educators and students who are learning electrical technology.
This project would give the necessary information and practical abilities for laboratory
tasks. Through simulation-based learning, students may translate abstract principles into
real-world, hands-on applications. Developmental research approach was used in the
conduct of the study from conceptualization to evaluation of performance and
acceptability.
The developed simulator was assessed by twenty-nine (29) individuals, who were
chosen according to their distinct categorizations. The categorizing process intentionally
choose five (5) individuals with expertise in electrical engineering, five (5) individuals who
are trained in electrical EIM (Electrical Installation and Maintenance), five (5) individuals
who specialize in electrical education, and fourteen (14) students studying electrical
60
technology. The researchers utilized the 5-point Likert scale to measure the acceptability
of the develop simulator.
The researchers systematically implemented many phases and methodologies in the
construction of the HVAC Electrical Simulator. The gathered data from the performance
testing and acceptability evaluation were tabulated and analyzed.
Findings
Based on the systematic collection and analysis of data, the researchers have
derived the following findings:
1. The HVAC Electrical Simulator was designed and develop using phenolic
plywood, solid wood, nails, screws, circuit breaker, special purpose outlet, PVC
raceway, wires, terminal block, time relay, light indicators, light indicator
buzzer, light bulb and STC 1000 thermostat.
2. The results of the performance testing of the developed simulator according to
its design parameters are as follows: test device, 100%; temperature (cooling),
90%; temperature (heating), 80%; light indicators (cooling), 100%; light
indicators (heating), 100%; buzzer, 100%; and special purpose outlet, 100%.
3. The acceptability of the simulator in terms of aesthetics is 4.483, functionality
is 4.425, safety is 4.471, workability is 4.598, economy and cost is 4.563, and
educational applicability is 4.575. The overall acceptability rating of the
simulator is 4.519, highly acceptable.

61
Conclusion
The researchers used locally available materials to develop the simulator. To
acquire an improved understanding of the design and development of the device, search
for relevant studies and literature was conducted. Furthermore, the researchers successfully
fabricated the simulator through the inputs and perspectives of electrical experts, both in
the academe and in the industry. In addition, the HVAC electrical simulator performed well
according to its design parameters. Also, it is highly acceptable based on the conducted
evaluation from students, technical teachers, electrical engineers, and electrical trainers.
Recommendations
The researchers have effectively achieved the predetermined objectives following
the completion of the developmental research, which involved thorough study and testing.
Based on the results and conclusions, the following suggestions were derived:
1. The outlet should replace GFCI into easier device to know if there is a current
flowing in the system, such as lights that are connected as normally closed.
2. It is recommended to remove the timer since the goal of the system is to neutralize
the temperature.
3. The inclusion of a surrounding sensor is advised to monitor the surrounding
temperature and to provide feedback to the system.
4. The installation of emergency stop button will help improve the safety of the
simulator.
62
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65
APPENDICES
66
Appendix A
LETTER OF REQUEST
67
Appendix B
RESEARCH INSTRUMENT
Company Name ______________________________
Business Address ______________________________
Nature of Business ______________________________
Respondent ______________________________
(Optional)
Position ______________________________
Date ______________________________
Directions: Read the statements below. The following groups of factors are about to
measure the acceptability of the HVAC Electrical Simulator. Kindly place a check on the
specified space that corresponds to your choice. Honest and thorough evaluation is highly
appreciated. The numbers given have assigned descriptions:
5 ― Highly Acceptable
4 ― Very Acceptable
3 ― Acceptable
2 ― Fairly Acceptable
1 ― Not Acceptable
A. A. AESTHETICS 5 4 3 2 1
1. Ingenuity
2. Rigidity of Construction
3. Simplicity of Mechanism
B. B. FUNCTIONALITY
1. Flexibility of Setup
2. User-friendliness
3. 3. Minimal and Tolerable Vibration
C. C. SAFETY
1. 1. Safety in Operation
2. 2. Absence of Sharp Edges
3. 3. Provisions of Safety Features
68
D. D. WORKABILITY
1. Availability of Materials
2. Availability of Technical
Equipment
3. Availability of Technical
Expertise
E. E. ECONOMY AND COST
1. Material Cost
2. Development Cost
3. Maintenance Cost
F. EDUCATIONAL
APPLICABILITY
1. 1. Cognitive Domain
2. 2. Psychomotor Domain
3. 3. Affective Domain
Comments and Suggestions:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________
Signature of Evaluator
69
Appendix C
LIST OF EVALUATORS
NAME OF EVALUATOR POSITION OFFICE/ ADDRESS

1. Wensone Cambia Faculty BANHS
2. Eden Umelda Faculty CSTC LUCENA
3. Faculty BANHS
4. Faculty QNHS
5. Faculty QNHS
6. Edrian Rhey Almiñana Technical Expert/ Technical Skills System of
Electrical Maintenance Lucena, Inc.
Technician
7. Aizel O. Lafuente Technical Expert/EIM Technical Skills System of
Trainer Lucena, Inc.
8. Engr. Pedrito Dayahan Technical Technical Skills System of
Expert/Engineer/ EIM Lucena, Inc.
Trainer
9. Engr. Sherry Ann Gagasa Technical Expert/EIM Technical Skills System of
10. Patricia Fernandez Technical Expert/EIM Technical Skills System of
11. Jesua Lorenz Ursolino Student SLSU Lucena
12. Charisse Inaanuran Student SLSU Lucena
13. Dexter dela Rosa Student SLSU Lucena
14. Kate Dator Student SLSU Lucena
15. Jhon Cedrick Campano Student SLSU Lucena
16. Carryl Baer Student SLSU Lucena
17. Student SLSU Lucena
25. Engr. Mark Laurence Resare Electrical Expert/Engineer Meralco
26. Engr. Danilo Llego Assistant Chief Electrical Saudi Telecom
Designer
27. Engr. Audrey Melca Quirante Testing Engineer One Stop Testing Laboratories
and Inspection Services, Inc.
28. Engr. Angeli Amper Electrical Expert/ Excel
Engineer/Instructor
29. Electrical Expert/Engineer
70
Appendix D
ACCEPTABILITY EVALUATION RESULTS
Results for Aesthetics

Respondent Q1 Q2 Q3
1 5 5 5
2 5 5 5
3 5 5 5
4 4 4 5
5 4 5 5
6 5 5 4
7 4 4 5
8 4 4 3
9 5 5 5
10 5 4 5
11 5 4 4
12 5 5 5
13 5 5 4
14 5 5 5
15 5 4 5
16 4 5 5
17 5 4 5
18 5 5 5
19 4 5 5
20 4 4 5
21 4 4 5
22 4 4 4
23 4 4 4
24 4 3 5
25 4 5 5
26 4 5 5
27 3 4 5
28 4 3 3
29 4 4 3
TOTAL 128 128 134
WM 4.41 4.41 4.62
AWM 4.483
71
Results for Functionality

Respondent Q1 Q2 Q3
1 4 5 4
2 4 5 4
3 5 5 4
4 5 5 5
5 5 5 5
6 5 5 5
7 4 4 3
8 5 4 3
9 5 5 5
10 4 5 4
11 4 5 4
12 5 5 4
13 5 5 5
14 5 5 5
15 4 5 5
16 5 5 5
17 4 5 4
18 5 5 5
19 4 4 3
20 5 4 4
21 5 4 4
22 4 4 5
23 3 3 3
24 4 4 3
25 5 5 5
26 5 5 5
27 4 5 3
28 4 3 4
29 3 4 5
TOTAL 129 133 123
WM 4.45 4.59 4.24
AWM 4.425
72
Results for Safety

Respondent Q1 Q2 Q3
1 4 5 5
2 5 5 5
3 5 4 4
4 4 5 4
5 4 5 5
6 3 4 4
7 4 4 4
8 5 5 5
9 5 5 5
10 4 4 5
11 5 4 5
12 5 5 5
13 5 4 4
14 5 5 5
15 4 5 5
16 5 5 4
17 5 5 5
18 5 5 5
19 3 4 3
20 4 4 5
21 4 4 5
22 5 5 5
23 4 3 3
24 5 5 5
25 5 5 5
26 5 4 3
27 5 3 5
28 4 3 4
29 4 4 4
TOTAL 130 128 131
WM 4.48 4.41 4.52
AWM 4.471
73
Results for Workability

Respondent Q1 Q2 Q3
1 5 5 5
2 4 5 5
3 5 5 5
4 5 5 4
5 5 4 4
6 5 5 5
7 3 5 4
8 5 4 4
9 5 5 5
10 5 4 5
11 5 5 4
12 5 5 5
13 5 5 5
14 5 5 5
15 5 5 4
16 5 5 5
17 4 4 4
18 5 5 5
19 4 4 5
20 5 3 3
21 5 4 4
22 5 5 5
23 3 3 5
24 5 4 4
25 5 5 5
26 5 5 5
27 5 4 4
28 5 4 4
29 5 5 3
TOTAL 138 132 130
WM 4.76 4.55 4.48
AWM 4.598
74
Results for Economy and Cost

Respondent Q1 Q2 Q3
1 4 5 5
2 5 5 5
3 5 5 4
4 4 4 5
5 4 4 4
6 4 4 4
7 5 5 5
8 4 5 3
9 5 5 5
10 5 4 4
11 5 4 5
12 5 5 5
13 5 5 5
14 5 5 5
15 4 4 5
16 5 5 5
17 5 5 5
18 5 5 5
19 5 5 5
20 4 4 4
21 5 5 5
22 5 5 5
23 3 4 4
24 4 4 4
25 5 5 5
26 5 5 5
27 3 4 4
28 4 4 4
29 4 4 4
TOTAL 131 133 133
WM 4.52 4.59 4.59
AWM 4.563
75
Results for Educational Applicability

Respondent Q1 Q2 Q3
1 5 5 4
2 4 4 5
3 5 5 5
4 4 5 5
5 5 5 5
6 5 5 5
7 3 4 4
8 3 5 4
9 5 5 5
10 5 5 4
11 5 4 5
12 5 5 5
13 5 4 4
14 5 5 5
15 5 5 4
16 4 5 5
17 5 5 5
18 5 5 5
19 5 5 5
20 4 5 4
21 5 4 5
22 4 4 4
23 4 3 3
24 4 4 4
25 5 5 5
26 5 5 5
27 5 5 5
28 4 4 4
29 4 4 4
TOTAL 132 134 132
WM 4.55 4.62 4.55
AWM 4.575
76
Appendix E
LEARNING MODULE
Heating, Ventilating and Air-

Conditioning Electrical Simulator
(HVAC)
ELECTRICAL SIMULATOR
77
INTRODUCTION
Welcome, dear student, to the comprehensive user manual for the HVAC Electrical
Simulator! This simulator is designed to enhance your skills in the field of electrical
systems. Instructors can use it to educate students about HVAC electrical wiring,
components, thermostats, thermostat wiring, and basic electrical troubleshooting. Students
build their own simulator, connect various components, and learn how to use a multimeter
effectively. The goal is to identify and explain faults without physically disconnecting any
connections. By exploring different settings and components, students gain practical
experience and develop their technical abilities. Enjoy your journey with this educational
tool!
78
ABOUT THE TRAINER

The HVAC Electrical Simulator is specifically designed for the Electrical
Technology course at SLSU Lucena. It offers practical, hands-on learning related to
electrical components and wiring in HVAC systems. By using this simulator, students can
develop their technical skills and gain real-world knowledge. It serves as an essential tool
for learners in the electrical field.
79
SAFETY PRECAUTIONS
A. Disconnect Power Supply:
• Before making any hardware connections or modifications to the

electrical simulator trainer, always ensure that the power supply
is disconnected.
• This precautionary step helps prevent accidental short circuits or
electrical shocks while working with the trainer’s components.
B. Avoid Touching Exposed Pins or Components:
• Safety First: Whenever the digital trainer is powered on, avoid

touching any exposed pins or components.
• High Voltages and Currents: Be especially cautious with components
that carry high voltages or currents.
• Use Proper Tools: Always use appropriate tools or equipment when
interacting with the trainer’s circuitry.
C. Use the Proper Tools:
• Understanding how and when to use tools is critical for safety.

• Incorrect tool usage can lead to property damage, personal injury, or
harm to others.
• Always choose the right tool for the task to ensure safety and
effectiveness.
D. Handle Components with Care:
• When handling electronic components, be gentle and avoid applying

excessive force.
• Mishandling components can result in damage to the trainer or its
components, potentially leading to malfunctions or unsafe conditions.
E. Avoid Overloading:
• Do not overload the trainer’s power supply or I/O ports beyond their specified
limits.
• Overloading can lead to overheating, component failure, or other safety
hazards.
80
PARTS AND ACCESSORIES
Thermostat
- it displays the temperature set for heating and cooling.
Single Pole Contactor
- it serves as a switching device that can automatically turn on power from the main line
through the fan.
-it protects the components from damage caused by

Circuit Breaker
overload or short circuits.
Special Purpose
Outlet
Terminal Block it is connected to the

circuit breaker from
These are common connectors to the main line and it
connect the components safely and is used to check if
effectively to each other. there is a current
flowing through the
components.
Time Relay
-it energizes the load for a certain amount of time
adjusted and set by the user
Light Indicators
it indicates if the components
are working especially in
heating and cooling.
Buzzer
It indicates that the simulator
must be stopped or reset because
Fan Motor it reaches the set time limit.
A device used to indicate that the training board is running in
cooling.
Bulb
A device used to indicate that the training board is
running in heating. the training
board is running in heating.
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HOW TO USE THIS HVAC ELECTRICAL SIMULATOR

1. Prepare all the materials and tools needed.
2. Make sure that the working area is clean and away from any risks or hazards.
3. Prepare the training board before installing the components.
4. Install each component to the board.
5. Install the wires based on the connection diagram.
6. Test each connection with a multi-tester.
7. Insert the plug to the main line.
8. Turn on the circuit breaker.
9. Set the Delay-on-make timer to 30 seconds.
10. Turn on the thermostat.
11. Set the temperature to 36.5 °C and then the bulb (heating) will start lighting along with the yellow light
indicator.
12. After 30 seconds, it will change to cooling, the fan will start running along with the green light
indicator within 30 seconds.
13. After 30 seconds, the buzzer will start to buzz, it means that the electrical simulator must be reset or
stop.
Maintenance
Maintenance is an important aspect of ensuring the longevity and optimal performance of your Electrical
Simulator. By following some simple guidelines, you can keep your digital trainer in excellent condition for
years to come. Here are some maintenance tips to help you take care of your device:
1. Cleaning:
o Regular cleaning helps prevent dust buildup, which can affect performance and cooling.
o Use a soft, dry cloth to wipe down surfaces, paying attention to vents and openings.
o Avoid using harsh chemicals or abrasive materials that could scratch or damage the casing.
2. Cable and Connector Inspection:
o Cables and connectors are critical for proper functionality.
o Inspect power cords, data cables, and connectors for any signs of wear, fraying, or loose
connections.
o Replace damaged cables promptly to prevent electrical hazards.
3. Component Inspection:
o Components like resistors, capacitors, and integrated circuits (ICs) should be visually inspected.
o Look for cracks, bent pins, or loose connections.
o If you find any issues, disconnect the components and replace them as needed.
4. Safe Storage:
o When not using the simulator, store it in a safe place.
o Avoid exposing it to liquids, extreme temperatures, or physical damage.
o Keep it away from sharp objects or heavy items that could crush or scratch it.
82

Lucena Campus
Lucena City
Activity #1
Simulator, Assemble!:
Assembling the HVAC Electrical Simulator
Name: Group No:
Yr. & Sec:
Date Performed:
Date Submitted:
RATING
INSTRUCTOR
83
I. INTRODUCTION
The HVAC Electrical Simulator is a training board used to educate the

students in HVAC, Thermostats, Thermostat wirings and Electrical troubleshooting.
In this module we will explore on how to assemble the training board and identify
the components to be used like circuit breaker, GFCI, thermostat, contactor, delay-
on-make timer, fan, and bulb.
Thus, module will guide you to assemble this simulator and explore what is
HVAC..
II. OBJECTIVE
1. Identify the components of HVAC Electrical Simulator.

2. Reflect on the importance of each component's function in an electrical simulator..
3. Assemble the HVAC Electrical Simulator.
III. DISCUSSION
The discussion focuses on the major components of HVAC Electrical Simulator as well as
the process on how to assemble the training board.
Components of HVAC Electrical Simulator
1. Thermostat
Thermostat sets and maintain the temperature needed on heating and cooling. It
also displays the current temperature on °Celsius.
2. Single Pole Contactor

The single pole contactor typically functions as an electromagnetic switch that
can be used to automatically turn on or off power to a circuit. It is used to hold
the electric power from the main line and to avoid sudden power charge to the
fan. In order to ensure exact control of the heating, electrical heating coils in air
handling devices are controlled by single pole contactors.
3. Circuit breaker
A circuit breaker is a type of electrical switch used to guard against short circuits,
overloads, and overcurrent’s that could harm an electrical circuit. Its primary
purpose is to halt current flow when protective relays identify a defect.
4. Terminal block
By grounding, isolating, and safeguarding the other parts of the electrical circuit,
84
terminal blocks improve safety. To avoid electric shock, terminal blocks are
supplied with finger-safe connections. Additionally, terminal blocks can offer
test locations, enhancing the circuit's safety further.
1. Delay-on-make timer
It works when electricity is provided to the input, the delay timer starts to
function. The load energizes when the time delay is finished and stays energized
as long as power is applied. By cutting off power during or after the time delay
period, the control is reset.
2. Fan
It is used to indicate cooling when the HVAC electrical simulator is running.
3. Bulb
It is used to indicate heating when the HVAC electrical simulator is running.
4. Light indicators
These light indicators have two different colors: green and yellow. It is connected
to the fan and bulb, which indicate heating and cooling. If the fan is working,
which indicates cooling, then the green light indicator must work, and the yellow
light indicator represents heating.
5. Buzzer
Just like light indicators, buzzer represents that the training board reach its limit
to the settled time. When the buzzer buzzes, it means that the training board must
be stopped or reset.
6. Special Purpose Outlet

These are versatile outlets that can accommodate various plug types. They’re
often used in homes, offices, and commercial spaces
85
ASSESSMENT
1. This component works when electricity is provided to the input then the timer starts
to function.
a. Single pole contactor
b. Delay-on-make timer
c. Terminal block
d. Thermostat
2. It is used to check if there is a power running throughout the training board.
a. Terminal block
b. Light indicators
c. GFCI
d. Single pole contactor
3. It has two different colors that indicates cooling and heating.
a. Light indicators
b. Buzzer
c. Terminal block
d. Fan
4. It sets and maintain the temperature needed in heating and cooling.
a. Terminal block
b. Light indicators
c. Circuit breaker
d. Thermostat
5. It is used to hold the electric power from the main line and to avoid sudden power
charge to the fan.
a. Thermostat
b. Buzzer
c. Single pole contactor
d. Bulb
6. In assembling training board, we must make sure that the working area is clean and
away from any risks or hazards.
a. True
b. False
c. Either A or B
d. None of the above
7. This tool is used to tighten screws.
a. Screwdrivers
b. Pliers
c. Multitester
d. Hammer
8. It guard against short circuits, overloads, and overcurrents that could harm an
electrical circuit.
a. Single pole contactor
b. Terminal block
c. Circuit breaker
d. GFCI
9. In this electrical simulator, what component is used to indicate cooling?
86
a. Bulb
b. Buzzer
c. Fan
d. Light indicators
1. It is used to connect components and engance the circuit's safety.
a. GFCI
b. Single pole contactor
c. Thermostat
d. Terminal block
Essay: Explain in 5 sentences, what is the importance of knowing the function of each
components in an HVAC electrical simulator
I. HANDS-ON ACTIVITY
Assembling of HVAC Electrical Simulator

• Prepare all the materials and tools needed like screwdrivers and pliers.
• Prepare the board.
• Make sure that the working area is clean, dry and away from any risks and hazards.
• Use screws and screwdriver in installing the components.
• Install the circuit breaker on the board.
• Install the GFCI on the board.
• Install the thermostat along with its protective case on the board.
• Install the three (3) terminal blocks on the board on different locations.
• Install the fan.
• Install the bulb.
• Install the light indicator and the buzzer.
87

Lucena Campus
Lucena City
Activity #2
Link it:
Connection Diagram
and Connection of
Wires to each
component
Name: Group No:
Yr. & Sec:
Date Performed:
Date Submitted:
RATING
INSTRUCTOR
88
I. INTRODUCTION
In this module, you will learn the connection diagram of the HVAC
electrical simulator and how to connect it to each component. After you've finished
the previous lesson, which was assembling and installing each component, this
module will guide you step-by-step through the connection of each component. By
the end of this module, you will have a full setup of the HVAC Electrical Simulator
and can test if there is power running through the circuit with a multitester.
II. OBJECTIVE
1. Understand the connection diagram of HVAC Electrical

Simulator.
2. Test the installed components using a multitester after connecting of wires.
3. Connect the wires based on the given connection diagram and test with a multi-
tester.
III. DISCUSSION
Connection diagram, it uses diagram symbols rather than photos to represent the
components. The connections between the internal and external circuits are also
displayed. When compared to a wiring diagram, these connections are easier to
understand and follow. The parts are still depicted in their relative positions in the
connection diagram. You can use this schematic to connect the wire or to trace any
component of the circuit. Keep in mind that the connection diagram is a useful tool
for troubleshooting.
89
Safety tips in electrical wiring

You run the risk of being in danger if you don't use the necessary safety measures
or tools. To avoid risks when working on your wiring project, be sure to keep in
mind these safety precautions.
1. Power off - Before you begin, make sure the power is turned off at the breaker,
and use a voltage tester to make sure that the cables and/or electrical
connections are entirely dead.
2. Be careful what you touch - Avoid touching with wet hands because it might
cause electric shock.
3. Use the right tools - Make sure that the tools you will use are designed for their
use. For example, use screwdrivers to tighten or loosen screws.
4. Don't overload - Extension cords or outlets that are overloaded can pose a fire
risk.
ASSESSMENT
Write True if the statement is correct and right False if the statement is
wrong.
1. Connection diagram uses diagram symbols rather than photos to represent the
components.
2. Schematic diagram is a useful tool for troubleshooting.
3. In elecrrical wiring we must follow safety procedures to avoid any risk and hazards.
4. Overload outlets can pose a fire risk.
5. It is okay to work with electrical components beside a wet area.
6. Make sure that the power is turned off before you begin wiring.
7. Use a multitester to check if the components is connected properly.
8. Use a screwdriver to tighten or loosen screws.
9. Connection diagram are easier to follow and understand.
10. Connection diagram shows the conmection between the internal and external circuits.
90
Materials needed:
• 14-gauge THHN wire
• Connection diagram
Tools needed:
• Screwdrivers
• Multitester
• Pliers or long-nose pliers
SYMBOLS:
• CB- circuit breaker
• GFCI - convenience outlet
• SPC - single pole contactor
• TB - terminal block
• TH - thermostat
• TM - timer
• GR - green
• YL - yellow
• RD - red
PROCEDURES:
• Prepare all the materials and tools needed.
• Connect the main line with a plug to the circuit breaker.
• Connect L1 and L2 to circuit breaker.
• Connect circuit breaker to the GFCI.
• Connect circuit breaker to the L2 of SPC.
• Connect circuit breaker to the L1 of SPC.
• Connect T1 of SPC to TB2-1.
• Connect T2 of SPC to TB2-4.
• Connect L1 of SPC to TB2-2.
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• Connect L2 of SPC to TB1-1.

• Connect A2 of SPC to TB1-5.
• Connect A1 of SPC to TB1-6.
• Connect TH1 to TB1-1.
• Connect TH3 and TH4 to Sensor.
• Connect TH1 to TH6.
• Connect TB1-1 to TB1-3.
• Conmect TB1-3 to TB1-5.
• Connect TB2-3 to TM2.
• Connect TB2-4 to TM8.
• Connect TM8 to TM7.
• Connect TM5 to TB3-1.
• Connect TM6 to TB3-10.
• Connect TB1-3 to Bulb.
• Connect TB1-4 to Bulb.
• Connect Bulb to TB3-5.
• Connect Bulb to TB3-6.
• Connect TB3-1 and TB3-2 to GR light indicator.
• Connect TB3-5 and TB3-6 to YL light indicator.
• Connect TB3-9 and TB3-10 to RD light indicator.
• Connect TB1-7 and TB1-8 to Fan.
• Test each connection with a multi-tester.
92

Lucena Campus
Lucena City
Activity #3
Set the Heat:

Activating the Heating in HVAC Electrical Simulator
Name: Group No:
Yr. & Sec:
Date Performed:
Date Submitted:
RATING
INSTRUCTOR
93
I. INTRODUCTION
The heating activation in HVAC module shows what is heating in an HVAC

and what it is in HVAC electrical simulator. This module will guide you on how to
run heating mode with a thermostat and delay-on-make timer.
II. OBJECTIVE
1. Identify and understand what is heating in HVAC.

2. Investigate the process of heating in HVAC electrical simulator.
3. Perform heating with the given procedure in HVAC simulator.
III. DISCUSSION
Heating. An HVAC system contains a piece of machinery that produces heat

that is used to warm an interior space, such as a furnace, boiler, or heat pump.
The apparatus may be used to focus on a specific room, area, or building.
Conduction, convection, or radiation are some of the ways that heating
equipment can heat a room. It can also produce heat using electricity, propane,
heating oil, or natural gas. Even while it is typically not the main focus of data
center HVAC, heating is nevertheless a significant consideration, especially in
cold climates where heat may be required to preserve exterior equipment or
components like chillers.
The HVAC's heating system functions as the cooling system in reverse.
When the HVAC system is employed as an air conditioner, it removes and expels
the heat from inside your house. However, when you turn on your HVAC system
to heat your home, it draws heat from the outside in.
94
HVAC electrical simulator will help you to understand what is HVAC. Heating and cooling
are the primary functions of this training board. With the use of a thermostat, you can set the
training board for heating. The bulb represents heating, so if the bulb lights along with the light
indicator, it means that the training board is running in heating mode. In the setup of heating,
make sure that the wires of each component are connected properly and do not work while the
power is on. With the help of the delay-on-make timer, set the timer to 2 minutes and then set
the temperature of the thermostat to 34.0 °C. Then the bulb will start running, and after 2
minutes, it will switch to cooling.
ASSESSMENT
Write T if the statement is true and write F if the statement is false.

1. H in HVAC means heating.
2. The HVAC's heating system functions as the cooling system in reverse.
3. Conduction, connection, or radiation are some of the ways that heating equipment can heat a room.
4. When you turn on your HVAC system to heat your home, it draws cold air from the outside in.
5. An HVAC system contains a piece of machinery that produces heat that is used to warm an interior
space, such as a furnace, boiler, or heat pump.
Essay: What did you observe after the activity? How can you relate it to real-life applications
specially in homes? Maximum of 5 sentences.
Steps in activating heating in
HVAC Electrical simulator:
• Make sure that the working area is clean, dry and away from any risks or hazards.
• Check all the wires if it is connected properly to each component. Tighten screws with the use
of screwdriver if necessary.
• Plug in the main line.
• Turn on the circuit breaker.
• Set the delay-on-make timer to 2 minutes.
• Turn on the thermostat.
• Set the temperature of the thermostat to 36.4°C.
• After setting up the temperature, the bulb will start to run along with the yellow indicator.
• After 2 minutes, the bulb will turn off.
95

Lucena Campus
Lucena City
Activity #4
Cool ka lang:
Activating the
cooling in HVAC
electrical simulator
Name: _ Group No:
Yr. & Sec:
Date Performed:
Date Submitted:
RATING
INSTRUCTOR
96
I. INTRODUCTION
To keep operations operating efficiently, air conditioning is necessary or

advantageous in many sectors. If you're thinking about installing an industrial
HVAC system, you probably want to look into your alternatives to find the best fit
for your needs. To provide you with the knowledge you need about these systems,
their applications, and their requirements, we have put together this helpful
reference. This module demonstrates the function of cooling and how to perform it
in HVAC electrical simulator.
II. OBJECTIVES
1. Identify and understand what us air conditioning in HVAC.

2. Realize the importance of air conditioning in application to our daily lives.
3. Perform cooling or air conditioning with thr given procedure
in HVAC Electrical Simulator.
III. DISCUSSION
By removing heat from the air within your home and releasing it outdoors, air
conditioners function. The majority of systems consist of three primary components:
a compressor, a fan, and coils that contain a refrigerant. As it absorbs heat from the
air, the chemical refrigerant transforms from a gas to a liquid and back again. The
refrigerant is pumped throughout the system by the compressor. The coils, which
house the refrigerant, are airbrushed by the fan. Heat is extracted and redistributed
to the outside air when the air flows over the coils. A network of ducts is then used
to circulate the cooled air throughout your house. The process is switched around
when the temperature outside lowers, drawing warm air inside your house. While
working hard to keep you cool during the summer, air conditioners also aid in
maintaining a comfortable indoor humidity level throughout the year.
You may benefit from the much-needed cool air that you need during the hot
summers with the aid of an effective air conditioning system. In essence, an efficient
air-conditioning system has five key parts that condition the air.
1. Compressor
The compressor's primary function in your air conditioning system is to
change low-pressure gas into high-pressure gas. The gap regions between
molecules are reduced throughout the aforementioned procedure. By doing
this, energized gas is produced.
2. Condenser coil
The condenser coil has a fan installed to assist in cooling down the high-
pressure gas before it is transformed back into a liquid.
97
1. Evaporator
Through a thin pipe, an evaporator and condenser are connected. This area of your air
conditioner is filled with the high-pressure gas that has now changed into a lower-pressure
liquid. As the pressure in this area decreases, the liquid converts back into gas. The
operating fluid of your air conditioner removes the heat during this process and cools it
down.
2. Air handler and blower unit
They aid in bringing room air into the evaporator, spreading the cold air throughout your
home.
3. Thermostat
Your air conditioner's thermostat aids in regulating the overall temperature of the machine.
This is accomplished by controlling the flow of heat energy both within and outside of the
device. Depending on its functions, the thermostat can be set manually or automatically.
With manual air conditioning, you have complete control over when to switch your system on
and off. Since they are not managed by a thermostat, there is no need to wait for the air conditioning
to start working. In this module, you will use a semi-automatic thermostat. You can manually set
the temperature and it can automatically detect temperature through sensor probe. We will use a
thermostat, delay-on-make timer and a fan that will indicate cooling or air conditioning.
ASSESSMENT
1. The compressor's primary function in your air conditioning system is to change high-pressure gas into
low-pressure gas.
2. With manual air conditioning, you have complete control over when to switch your system on and off.
3. As it absorbs heat from the air, the chemical refrigerant transforms from a gas to a liquid and back again.
4. The condenser coil has a fan installed to assist in cooling down the low-pressure gas before it is
transformed back into a liquid.
5. The majority of systems consist of three primary components: a compressor, a condenser, and coils that
contain a refrigerant.
Essay: What did you observe after the activity? How does the electrical simulator shows the function
of air conditioning in HVAC? How you can apply it to real life situations? Maximum of 5 sentences.
III. HANDS-ON ACTIVITY

Steps in activating heating in HVAC Electrical simulator:
• Make sure that the working area is clean, dry and away from any risks or hazards.
• Check all the wires if it is connected properly to each component. Tighten screws with the use
of screwdriver if necessary.
• Plug in the main line.
• Turn on the circuit breaker.
• Set the delay-on-make timer to 2 minutes.
• Turn on the thermostat.
• Set the temperature of the thermostat to 34.0°C.
• After setting up the temperature, the bulb will start to run along with the yellow indicator.
• Turn down the temperature to 33.2°C, then the fan will start running along with the green light indicator
• and the bulb will turn off.

• After 2 minutes, the bulb will turn off.
98
Southern Luzon State

UniversityLucena
Campus
Lucena City
Activity #5
HVAC Troubleshooting Components
Name: Group No:
Yr. & Sec:
Date Performed:
Date Submitted:
RATING
99
I. INTRODUCTION
One of the few potential energy sources for an air conditioner or heater is electricity. The
heating pump, which controls temperature, and the blower fan, which aids in distributing hot or
cold air, are typically electrical components of an AC unit. When a blower quits operating, it's
frequently the fault of a failing contactor or other minor electrical component. In this module you
will explore the troubleshooting of components used in HVAC electrical simulator.
II. OBJECTIVE
1 . Understand each HVAC system component's function and
purpose.
2 . Apply and demonstrate troubleshooting components using
multimeters.
3 . Define A/C troubleshooting and its significance in various
domains such as technology, simulator and problem-solving.
III. DISCUSSION
What is an A/C Contactor
The electrical current that flows into the air conditioner is controlled by the contactor. The
contactor rises to block the electrical supply when you turn off your air conditioner. Similar to this,
everytime you turn on the air conditioner, the contactor lowers, allowing electricity to flow and
energizing the system. The contactor returns to its higher position once the temperature inside your
house reaches the desired level as determined by the thermostat.
Bad A/C Contactor Symptoms
Over time, contactors experience wear and tear. This can lead to overheating. As a result,
your AC won’t turn on. Since you don’t want the air conditioner to fail during the hottest months
of the year, pay attention to these symptoms of a bad AC contactor:
100
1. The condenser unit never shuts off
This might indicate that the contactor has melted, rendering the air conditioner powerless to
interrupt electrical flow.
2. AC hums and won’t turn on
The air conditioner may begin to hum when you turn it on, but it won't come on completely.
3. AC makes a chattering noise
A chattering noise emanating from the air conditioner is another warning indicator.
Using a Multimeter to Test an AC Contactor
Each switch typically has two contactors, identified as a line and a terminal. The voltage feed is
included in the line (L), and the terminal (T) is linked to the controlled electrical device. Use the
procedures below as a reference to test a contactor with a multimeter or voltmeter.
Step 1. Remove wires from the line.
Remove electrical power to the L side of the contactor, then use a plier to pull the wires from the
line-side screws. Mark wires to keep track (L1, L2,).
Step 2. Remove wires from the terminal.
On the contactor's terminal side, repeat the same procedure. You risk receiving a misleading output
if you leave any cables behind.
Step 3. Turn on the control switch.
Once the contactor's control switch is in the "on" position, listen for an audible click and a
humming sound coming from it.
Step 4. Connect the multimeter.

Connect the black lead to the common and the red lead to the ohm connection. Set the multimeter
to on. The meter should display 0 ohms when you touch the two leads together.
Step 5. Test each line.
Check for an audible click by cycling the coil's control switch. If you don't hear one, you should
check the coil's
101
voltage.
Step 7. Check voltage.
To get the correct voltage information, first look at the circuit's

specs. Apply electricity to the coil after setting the meter to volts
and moving the red lead over to the volts connection. To check for
the provided voltage, touch each meter lead to each connection on
the coil.
Step 8. Check ohms.
With a pair of pliers, unplug the coil's wires, then change the meter's reading to ohms. Look for a
reading between 10 and 100 ohms when you touch each lead to the coil connections. If this reading
is not obtained, your coil is defective.
Note:
You are able to purchase a replacement contactor or coil to fix your AC unit if your current one is
broken. Consider some of the other failure indications listed above if your testing shows that your
contactor is working properly.
THERMOSTAT
It's annoying when a thermostat doesn't work properly. Imagine returning from a hard
summer workweek only to discover that your training board air conditioning system is not cooling
it down. It might be quite unpleasant right now. Fortunately, checking your AC thermostat and
identifying the issue is fairly simple. But first, let's talk about how to spot a malfunctioning
thermostat before we cover how to test a house thermostat.
Symptoms of a Faulty Thermostat
If you suspect that your thermostat is faulty, here are some signs you should look for.
102
Thermostat Lacks Power

When your thermostat has no power, the AC and furnace do not respond to your commands. The
display is also not lit.
Your AC or Furnace does not Turn On

Can a malfunctioning thermostat cause an AC or furnace to not power up? Yes, it can.
There could be a wiring issue blocking the signals. The thermostat uses wires to communicate to
your heating or cooling systems.
A problem with these wires will affect the communication to the furnace or AC unit.
Your AC or Furnace does not Turn Off
If an AC or furnace refuses to turn off, then there is a problem with your home thermostat. It simply
means that the wiring is poorly done or your thermostat is not calibrated properly.
Different Thermostat Settings and Room Temperature
If the thermostat’s reading and the estimation of the room temperature are different, then there is
a problem with it.
It is at this point that you need to ascertain whether your thermostat is working or not.
How to Test a Thermostat
1. Ensure that your Thermostat is in “ON” Position

2. Examine the Program Settings
3. Checking for Broken Wires
4. Tightening Loose Terminals
5. Switch on the Breaker
6. Check out the Wires Again
7. Wrap the Wires Together
8. Test all terminal using multitester
How to Troubleshoot a time relay
1. Locate the relay you need to test. It could be located under the dash or in the engine bay,
depending on what it’s controlling. If you’re unsure of the location, check your service
manual electrical chapter and wiring diagram.
2. The quickest and easiest way to test a relay is to swap it out with a known good
replacement. The disadvantage is the same problem that cooked the first relay could cook
the second one. It also dives into your wallet. Inspect and clean the connectors while the
relay is out.
3. Grab a multimeter and set it to Ohms. Touch the leads across the electromagnet coil pins
and measure resistance. Anywhere from 50-120 ohms is OK. Out of range or open means
a bad electromagnet coil winding and time for a new relay.
103
1. Leave the multimeter on ohms or continuity. Touch the leads across the switch pins. A
normally open relay should read open or OL.
2. Test the switch for correct resistance. Disconnect the positive jumper wire. Energize the
electromagnet coil. Set the multimeter to ohms and measure the resistance across the switch
pins. An energized normally open relay should measure close to zero ohms, and a normally
closed relay should measure open or OL.
ASSESSMENT
TEST 1:
1. What is the role of the contactor in an air conditioner?

a. a) To control the airflow
b. b) To adjust the temperature settings
c. c) To regulate the electrical current flow
d. d) To clean the air filters
2. What happens to the contactor when you turn off your air conditioner?
a. a) It lowers to allow electricity to flow
b. b) It returns to its higher position
c. c) It adjusts the temperature inside the house
d. d) It blocks the electrical supply
3. How does the contactor behave when you turn on the air conditioner?
a. a) It rises to block the electrical supply
b. b) It lowers to allow electricity to flow
c. c) It remains in the same position
d. d) It adjusts the thermostat settings
4. When does the contactor return to its higher position?

a. a) When the air conditioner is turned off
b. b) When the temperature inside the house reaches the desired level
c. c) When the thermostat is set to a higher temperature
d. d) When the air filters are cleaned
5. What determines the desired temperature level for the air conditioner?
a) The contactor
b) The airflow
c) The electrical supply
d) The thermostat
104
Test 2
1. True or False: When testing a thermostat, it is important to ensure that it is in the "ON" position.
2. What is one step to examine when testing a thermostat's program settings?
3. What is one method to check for broken wires when testing a thermostat?
4. True or False: Tightening loose terminals is a recommended step in testing a thermostat.
5. What tool should be used to test all terminals when testing a thermostat?
Test 3
On a sheet of paper, answer this question in at least 3 sentences.
What are the key reasons why troubleshooting in HVAC training boards is important, and how does it
contribute to the development of competent HVAC technicians?"
1. Ensure Safety:
o Before starting any troubleshooting, prioritize safety.
o Wear appropriate protective equipment, such as gloves and safety glasses.
o Ensure the equipment you’re working on is disconnected from the power source.
2. Select the Multimeter Mode:
o Set your multimeter to the appropriate mode based on the component you want to test.
o For resistance testing, select the resistance (ohms) mode.
o For voltage testing, choose the voltage (volts) mode.
o Make sure to select the correct range or scale for accurate readings.
3. Test Continuity:
o Continuity testing checks if a component is open (broken) or closed (functional).
o Connect the multimeter probes to the two terminals of the component you want to test.
o If the multimeter beeps or shows a low resistance reading (close to zero), it indicates continuity
(the component is functional).
o If there’s no beep or a high resistance reading (infinite or very high), it suggests an open circuit
(the component is faulty).
4. Measure Resistance:
o If you suspect a resistor or similar component is faulty:

o Switch the multimeter to the resistance mode.
o Place the probes across the component being tested.
o A good component will show a resistance value within its specified range.
o If the reading significantly differs or is close to zero, it indicates a faulty component.
5. Measure Voltage:
o When troubleshooting power-related issues:

o Set the multimeter to the voltage mode.
o Connect the probes across the component or points where you want to measure the voltage.
o Ensure the circuit is powered on.
o Observe the voltage reading on the multimeter.
o Significant deviations from the expected value or no voltage at all suggest a problem with the
component or the circuit.
105
Appendix F
SUPPLIES AND MATERIALS
QUANTITY MATERIALS
1 STC 1000 Thermostat
1 Single pole contactor, 24v 30 amp
3 Terminal block
1 9W light bulb
2 Light indicators
1 Bulb Receptacle
1 Buzzer
1 Special purpose Outlet
1 Delay-on-make timer
1 15-Amp Circuit Breaker
10 #14 gauge THHN wire
1 Duplex receptacle
1 Junction Box
1 Wire nuts
1 16-22 female spade crimp connectors
1 16-22 female piggyback
1 ¼ cable clamps
1 14-2 NMB romex
1 Male Plug
1 ½ NMB Box connectors
¼ kg Screw
¼ kg Nails (1-inch)
¼ kg Nails (2-inches)
3 2x2 Good lumber - wood
1 ½ inch Plywood
1 Paint
1 Skim coat
2 Aluminum angle bar
106
Appendix G
EXPERTS’ CERTIFICATIONS
107
108
109
110
111
Appendix H
SIMILARITY INDEX REPORT

112
Appendix I
LANGUAGE EDITING CERTIFICATION

113
Appendix J
EVALUATION PHOTOS
114

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DEVELOPMENT AND ACCEPTABILITY OF HEATING, VENTILATING, AND

AIR CONDITIONING (HVAC) ELECTRICAL SIMULATOR

John Paul D. Balmes

Patrick A. Delos Santos

Southern Luzon State University

Dual Training and Livelihood Center

Bachelor of Technical-Vocational Teacher Education

Major in Electrical Technology

Name: John Paul D. Balmes

Birthdate: December 5, 2000

Birthplace: Tayabas City

Permanent Address: Brgy. Ibaba Ilasan, Tayabas City

Contact Number: 0946 294 8201

Email Address: johnpaulbalmes02@gmail.com

School/University Inclusive Years

Ilasan Elementary School 2008 – 2014

San Roque Parochial School Inc. 2014 – 2018

San Roque Parochial School Inc. 2018 – 2020

Southern Luzon State University 2020 – date

Name: Benedict C. Decena

Birthdate: February 20, 2002

Birthplace: Lucena City

Permanent Address: Brgy. Mayao Castillo, Lucena City

Contact Number: 0999 593 2687

Email Address: bedict.decena@gmail.com

School/University Inclusive Years

Mayao Castillo Elem. School 2008 – 2014

LCNHS- Mayao Parada Exension 2014 – 2018

Calayan Educational Foundational Inc. 2018 – 2020

Southern Luzon State University 2020 – date

Name: Patrick A. Delos Santos

Birthdate: November 4, 2000

Birthplace: Dasmariñas City, Cavite

Permanent Address: Brgy. Ilayang Talim, Lucena City

Contact Number: 0915 754 1292

Email Address: pdelossantos770@gmail.com

School/University Inclusive Years

Sultan Esmael Elementary School 2008 – 2014

Camflora National High School 2014 – 2018

Camflora National High School 2018 – 2020

Southern Luzon State University 2020 – date

Name: Eduard B. Mallantoc

Birthdate: October 13, 2001

Birthplace: Burdeos, Quezon

Permanent Address: Brgy. Gulang-gulang, Lucena City

Contact Number: 0963 336 6212

Email Address: eduardmallantoc2@gmail.com

School/University Inclusive Years

Burdeos Central Elementary School 2008 – 2014

Burdeos National High School 2014 – 2018

Burdeos National High School 2018 – 2020

Southern Luzon State University 2020 – date

understanding and certainty, it covers no material previously published by another person

due credit is made in the text.

and semantic expression.

John Paul D. Balmes

Patrick A. Delos Santos

In partial fulfillment of the requirements for the degree Bachelor of Technical-

“Development and Acceptability of Heating, Ventilating, and Airconditioning

are hereby recommended for oral examination.

HIBIRSON E. LAGROSA, REE, LPT JESS MARK L. ALINEA, LPT, PhD

Approved in partial fulfillment of the requirements for the degree Bachelor of

Technical-Vocational Teacher Education major in Electrical Technology, by the oral