Refrigeration Piping Practices

Refrigeration Piping Practices ACR/ASC 113

May 23, 2012

COURSE DESCRIPTION

The course introduces students to the proper installation procedures of refrigerant piping and tubing for the heating, ventilation, air conditioning and refrigeration industry. This course includes various methods of working with and joining tubing. Upon completion, students should comprehend related terminology, and be able to fabricate pipe, tubing, and pipe fittings. This is a CORE course.

CONTACT/CREDIT HOURS

Theory 1 credit hour

Lab 2 credit hours

Total 3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as 3:1 and/or 2:1 contact to credit ratio. Clinical hours are 3:1 contact to credit ratio. (Ref Board Policy 705.01)

PREREQUISITE COURSES

As determined by college

CO-REQUISITE COURSES

As determined by college

INDUSTRY COMPETENCIES:

· Explain principles of piping and piping systems.

· Value the importance of adhering to safety policies.

· Fabricate lines for HVACR systems.

· Solder and braze tubing and fitting materials.

INSTRUCTIONAL GOALS:

Cognitive: Comprehend foundational knowledge of pipes and piping principles.

Performance: Apply foundational knowledge of pipes and piping principles.

Affective: Value the importance of safety while performing HVAC/R procedures.

STUDENT OBJECTIVES

Unless otherwise indicated, evaluation of student’s attainment of objectives is based on knowledge gained from this course. Specifications may be in the form of, but not limited to, cognitive skills, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab assignments, or any combination of specifications.

MODULE A – Fundamentals of Piping and Piping Systems
INDUSTRY COMPTENCIES / STUDENT PERFORMANCE / KSA Indicators
A1.0 Explain principles of piping and piping systems. / A1.1 This competency is measured cognitively. / 2
A2.0 Value the importance of adhering to safety policies. / A2.1 This competency is measured affectively. / A
LEARNING OBJECTIVES
A1.1.1 Explain safety considerations associated with piping systems.
A1.1.2 Identify tools used in refrigerant piping systems.
A1.1.2 State the properties of pipe and tubing used in HVAC/R.
A1.1.3 Differentiate between types of pipe and tubing used in HVAC/R.
A1.1.4 Identify various types of fittings.
A1.1.5 Explain capacities of refrigerant lines.
A1.1.6 Determine the capacity of refrigerant lines.
A1.1.7 Explain effects of refrigerant velocity in lines.
A1.1.8 Explain the effects of pressure drop in the refrigeration system. / 1
1
1
2
1
2
2
2
2
A2.1.1 State the importance of adhering to safety policies. / A
MODULE A OUTLINE:
· Safety and tool use
· Type of pipe and tubing used in refrigeration work
· Types of fittings
· Capacities of refrigerant lines
· Effects of refrigerant velocity in lines
· Effects of pressure drop in the refrigeration system
MODULE B – PIPE FITTING
INDUSTRY COMPTENCIES / STUDENT PERFORMANCE / KSA Indicators
B1.0 Fabricate lines for HVACR systems. / B1.1 Construct a section of non-metallic pipe using pipe section and nonmetallic pipe joints. / 3
LEARNING OBJECTIVES
B1.1.1 Calculate total effective length of pipe runs.
B1.1.2 Explain the process of cutting, bending, flaring, and swedging tubing.
B1.1.3 State the properties of types of fittings.
B1.1.4 Differentiate between various types of fittings.
B1.1.5 Explain the process of cutting and threading iron pipe.
B1.1.6 Explain the properties of various types of non-metallic pipe.
B1.1.7 Identify materials used to join non-metallic pipe.
B1.1.8 Explain the process of joining non-metallic pipe. / 3
2
1
3
2
1
1
2
MODULE B OUTLINE:
· Calculating total effective length of pipe runs
· Sizing piping using manufacturers’ specifications
· Cutting, bending, flaring, and swedging tubing
· Types of fittings
· Cutting and threading iron pipe
· Joining non-metallic pipe

MODULE C – SOLDERING AND BRAZING

INDUSTRY COMPTENCIES / STUDENT PERFORMANCE / KSA Indicators
C1.0 Solder and braze tubing and fitting materials. / C1.1 Perform soldering and brazing operations on a variety of piping materials using various methods and equipment. / 3
LEARNING OBJECTIVES
C1.1.1 Identify components of various types of equipment and materials used to solder and braze.
C1.1.2 Explain the process of setting up solder and brazing equipment.
C1.1.3 Match the various types of solder and brazing materials with their intended use.
C1.1.4 State the use of flux when soldering and brazing. / 1
2
3
1
MODULE C OUTLINE:B
· Types of solder and alloys
· Soldering
· Brazing
· Oxy-fuel equipment

LEARNING objectives Table of specifications

The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Limited Knowledge and Proficiency / Moderate Knowledge and Proficiency / Advanced Knowledge and Proficiency / Superior Knowledge and Proficiency
KSA / 1 / 2 / 3 / 4
Module A / 50% / 50% / 0 / 0
Module B / 38% / 38% / 24% / 0
Module C / 50% / 25% / 25% / 0
Learner’s Knowledge, Skills and Abilities
Indicator / Key Terms / Description
1 / Limited Knowledge and Proficiency / · Recognize basic information about the subject including terms and nomenclature.
· Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught.
· Performs simple parts of the competency. Student requires close supervision when performing the competency.
2 / Moderate Knowledge and Proficiency / · Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts.
· Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task.
· Performs most parts of the competency with instructor assistance as appropriate.
3 / Advanced Knowledge and Proficiency / · Examines conditions, findings, or other relevant data to select an appropriate response.
· The ability to determine why and when a particular response is appropriate and predict anticipated outcomes.
· Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers.
· Performs all parts of the competency without instructor assistance.
4 / Superior Knowledge and Proficiency / · Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning.
· Requires students to formulate connections between relevant ideas and observations.
· Students apply judgments to the value of alternatives and select the most appropriate response.
· Can instruct others how to do the competency.
· Performs competency quickly and accurately.
A / Affective Objective / · Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.
· Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.
· Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.