Course Code: 911718

Learn the theory and principles of air conditioning and refrgeration through practical experience. Get a hands on introduction to professional tools and practice trouble-shooting procedures. You will have the opportunity to obtain important industry certifications such as EPA and NCCER.

Students will be expected to meet all of the course requirements as listed and be able to demonstrate their understanding of the concepts. The instruction will be a combination of individual and team activities, with emphasis on “hands on” in the laboratory. The student will be required to keep a current portfolio of their accomplishments as part of the course grade. Use of textbooks will be required for the purpose of theory training and written assignments. Assignments will require the student to draw upon academic skills in mathematics, science, and language arts.

Student assessment will be based upon group work, individual completion of project journals, portfolios, oral presentations, hands-on projects, written reports, formal tests, and review quizzes. Students will be expected to complete homework assignments when given and will be required to complete all course requirements at the level specified by Caddo Parish School System for a passing grade and course credit.

  • a. Safety and environmental practices
  • b. Electrical principles
  • c. Refrigeration principles and practices d. Air conditioning principles
  • e. Heating principles
  • f. Heat pumps
  • Tool usage
    • 1. Hand tools
    • 2. Specialized industry tools
  • Piping principles (metal and plastic)
    • 1. Brazing and alloys
    • 2. Fittings
  • i. Employment- seeking skills
    • Functional career portfolio
    • Job shadowing
    • Work-based learning

Wendell Mitchell

Over 5 years industry experience including experience as HVACR instructor

Read more...
  • (318) 636-5150
  • wtmitchell@caddoschools.org

1. COURSE DESCRIPTION

Students will be introduced to the field of Air Conditioning and Refrigeration, (also referred to as HVACR).  Topics to be covered in the course will include an overview of the refrigeration industry; customer relations; materials and their use as they relate to HVACR; safety; tools and equipment; theory of refrigeration; electricity; domestic and light commercial refrigeration application; room air conditioning; central air conditioning; brazing and soldering; piping; and job seeking skills.

2. INSTRUCTIONAL PHILOSOPHY

Students will be expected to meet all of the course requirements as listed and be able to demonstrate their understanding of the concepts.  The instruction will be a combination of individual and team activities, with emphasis on “hands on” in the laboratory.  The student will be required to keep a current portfolio of their accomplishments as part of the course grade.  Use of textbooks will be required for the purpose of theory training and written assignments.  Assignments will require the student to draw upon academic skills in mathematics, science, and language arts.

Student assessment will be based upon group work, individual completion of project journals, portfolios, oral presentations, hands on projects, written reports, formal tests, and review quizzes.  Students will be expected to complete homework assignments when given and will be required to complete all course requirements at the level specified by Caddo Parish School System for a passing grade and course credit.

3. COURSE GOALS

After completion of the course the student will be able to demonstrate competency in the following areas as set by our state curriculum guide:

a. Safety and environmental practices

b. Electrical principles

c. Refrigeration principles and practices

d. Air conditioning principles

e. Heating principles

f. Heat pumps

g. Tool usage

1. Hand tools

2. Specialized industry tools

h. Piping principles (metal and plastic)

1. Brazing and alloys

2. Fittings

i. Employment- seeking skills

  1. Functional career portfolio
  2. Job shadowing
  3. Work-based learning

4. MAJOR COURSE PROJECTS

a. Using a piping schematic, the student will construct a typical piping project

b. Using a wiring schematic, the student will assemble a wiring board representing a working HVACR cooling and heating control circuit.

c. Using the proper tools and safety practices, the student will demonstrate proper diagnosis and repair of HVACR equipment as assigned.

  1. Facsimile Trainers
  2. “Live” shop work

d. Complete a portfolio based on the Skills USA model; that will reflect the skills, accomplishments, and achievements of that student.

 5. CAPSTONE PROJECT (final course project)

Each student will select a final course “Capstone” project from a list of options supplied by the instructor.

Project Options:

  1. Calculate heat load and equipment requirements using the necessary blue prints for a residential dwelling.
  2. Calculate, design and demonstrate the necessary ductwork for a residential dwelling using appropriate diagrams and blue prints.
  3. Using the assigned “hands-on” trainers, the student(s) will demonstrate the ability to correctly install, test and explain the project.
    1. Atomic Furnace
    2. Gas Furnace
    3. Heat-pump
    4. d.     Cooling system (a/c)

Other Requirements:

The project will include a written research paper; records log listing steps or timeline of the project, and an oral presentation to the class and/or industry/school representatives. At the teacher’s discretion, the project might be a team effort or an individual assignment; however each student will be responsible for a written and oral presentation regardless of which type is selected.

Objective

Each student will demonstrate comprehension of the safety and technical expertise needed to successfully complete the assignment.

Evaluation

The finished project will be evaluated as follows:

Written report…………………….25%

Oral presentation…………………25%

Assignment deadline met………….25%

Overall appearance……………….25%

Information must be accurate

INSTRUCTIONAL DELIVERY PLAN *

The teacher will introduce the guidelines and examples of completed projects to the students. The teacher also asks the students to describe or name other examples of projects or HVACR applications that might be considered as possible projects. The teacher distributes the course syllabus and list of project options.

The teacher discusses, demonstrates, and outlines safety procedures regarding tool usage, laboratory activities, and other project procedures. The teacher outlines the operational procedures for the class, including both individual and team assignments. The projects are designed to allow each student to learn each step and learn all of the academic and technical information for that step of the project. The grading and evaluation system is introduced at the beginning of the course to advise students of the standards they will be expected to meet to pass the course and achieve better grades.

*Bottoms, G., Pucel, D., Phillips I., Designing Challenging Vocational Courses.

Southern Regional Education board

Class operation

The teacher provides direction and manages the class but gives students as much responsibility as possible for planning, designing, and doing research necessary to complete the project. The teacher will lecture and demonstrate particular concepts. The teacher will also provide and instruct the student on any parameters for student performances that are deemed feasible.  The project(s) will require the students to use resources

such as technical manuals, journals, magazines, computer simulations, business partners/counsel members, and other teachers—particularly academic teachers (mathematics, science, and language arts.) The students will maintain logs and time-lines to document progress and the teacher will monitor these.

Monitoring, evaluating and grading performance:

Each student is required to assemble a portfolio of knowledge and skills for future reference and reflection. Several thought-provoking questions are included with each project to challenge the students to use the previously acquired concepts of mathematics, science, technology and language arts. Key points are emphasized through class discussions to test student understandings and to prevent gaps in overall progress. Students will be called upon to explain selected concepts in class. The evaluation system used to measure quality and quantity of student performance is clearly stated and explained in the beginning.

CCTC Home Learning Policy: See attachment (published in current student handbooks) 

6. ASSESSMENT PLAN **

Grade                   Performance Standards

A                                Independent Learner

Did research, designed and planned; applied academic skills; evaluated work and

made adjustments; did quality work; needed little help from the teacher; sought and

found resources independently; demonstrated knowledge with a grade of 93 or

higher; produced a quality career portfolio. Completed at least 93% of Home

Learning assignments as instructed

 

B                                 Semi-Independent Learner

Did research, designed and planned; needed some help from the teacher; did quality

work with few flaws; needed feedback from the teacher to realize work did not meet

standards; re-did work to meet standards; demonstrated knowledge with a grade of

86 or higher. Produced a better than average career portfolio. Completed  at least

86% of all Home Learning assignments.

 

C                                  Dependent Learner

Needed help to research, design and plan or had to be given procedures for

performing tasks; required significant help to produce a quality product; final

product still did not meet standards; demonstrated knowledge with a grade of 79 or

higher; produced an average career portfolio. Completed at least 79% of all Home

Learning assignments.

 

D                                 Unsatisfactory Learner

Did little or no research, turned in a very poor quality product. Demonstrated

Knowledge with a grade of 62 or above. Completed at least 62% of all Home

Learning Assignments.

F                                   Failure

Did not complete projects; if projects were completed, they were of such low quality

that they did not pass; failed to document procedures; did not show criteria for

determining procedures; did not show criteria for determining quality; scored less

than 62% on knowledge tests; produced a poor career portfolio or none at all.

Completed less than 62% of Home Learning assignments.

** Bottoms, G., Pucel, D., Phillips I., Designing Challenging Vocational Courses;

Southern Regional Education board

Student Evaluation

Students will be evaluated as follows:

 

Evaluation Criteria Method of Evaluation Percent

 

Daily Participation                                        Class behavior,  participation, lab work.              20

Home Learning assignments.

 

Projects                                                         Career portfolios, written, and oral

presentations, quality of finished product.            20

 

Performance                                                 Adequacy of competency performance                  20

(manipulative, technical, academic,

and safety)

 

Tests                                                              Daily and unit tests on related technical                15

and academic knowledge and practical

hands-on problems.

 

Final examination                                     Comprehensive knowledge (technical                     25

and related academics) and application

of knowledge to a typical field-related

problem or project

CPSB Grading Scale (effective 2014-15)  A= 93-100, B= 86-92, C= 79-85, D= 62-79, F= 61-0

                                                          HVACR I

                                                SCOPE AND SEQUENCE

 

UNIT DESCRIPTION                                                              APPROXIMATE WEEKS

I. Overview                                                                                                    1

  • NCCER
  • HVAC Excellence

II. Safety                                                                                                         3

  • Pertaining to HVACR Industry tools, equipment and training

III. Customer relations                                                                                    1

IV. Materials                                                                                                   1

  • Refrigerants and Oils
  • Piping and tubing
  • Chemicals
  • New products and Equipment

V. Tools and Equipment Review                                                                    5

  • Electrical
  • Mechanical
  • Brazing/Soldering/Piping
  • Leak Detection
  • Recovery

VI. Theory of Refrigeration                                                                            5

  • Thermal laws
  • Pressure/Temperature Relationship
  • EPA Federal Guidelines and Testing

VII. Electrical Theory and Troubleshooting                                                   9

  • Hands-on Exercises

VIII. Mechanical Refrigeration                                                                       9

  • Domestic Refrigeration
  • Heating
    1. Gas
    2. Atomic
  •  Cooling systems
    1. Split Systems
    2. Package Systems
    3. Heat pumps

IX. Career Preparation                                                                                 2

  • Resumes’
  •  Portfolio
  • Job seeking Skills

 

Total Weeks                                                                                                  36

 

                                                          HVACR II

                                                SCOPE AND SEQUENCE

UNIT DESCRIPTION                                                              APPROXIMATE WEEKS

I. Overview (Review)                                                                                     2

  • NCCER
  • HVAC Excellence

II. Safety                                                                                                         2

  • RefresherTraining and Testing

III. Customer relations                                                                                    1

IV. Materials (Review)                                                                                   3

  • Refrigerants and Oils
  • Piping and tubing
  • Chemicals
  • New products and Equipment

V. Tools and Equipment Review                                                                    3

  • Electrical
  • Mechanical
  • Brazing/Soldering Refresher
  • Leak Detection
  • Recovery

VI. Theory of Refrigeration                                                                            5

  • Thermal laws
  • Pressure/Temperature Relationship
  • EPA Federal Guidelines and Testing

VII. Electrical Theory and Troubleshooting                                                    6

  • Hands-on Exercises

VIII. Mechanical Refrigeration                                                                      10

  • Hands-on Exercises
  • Mentoring
  • Domestic Refrigeration
  • Light Commercial Refrigeration
  • Heating
    1. Gas
    2. Atomic
  •  Cooling systems
    1. Split Systems
    2. Package Systems
    3. Heat pumps

IX. Career Preparation                                                                                2

  • Resumes’
  •  Portfolio
  • Job seeking Skills

Total Weeks                                                                                                  34