ET101e - V1.4

Experiment Instructions
ET 101 Simple Compression

Refrigeration Circuit
ET 101 SIMPLE COMPRESSION REFRIGERATION CIRCUIT
All rights reserved, G.U.N.T. Gerätebau, Barsbüttel, Germany 08/2013
Experiment Instructions
Dipl.-Ing.-Päd., Dipl.-Ing. (FH) Sascha Kiefer
Last modification by: Dipl.-Ing. Peter Mittasch
This manual must be kept by the unit.
Before operating the unit:

- Read this manual.
- All participants must be instructed on
handling of the unit and, where appropriate,
on the necessary safety precautions.
Version 1.4 Subject to technical alterations
i
ii
Table of Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.1 Intended use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Structure of safety instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Safety instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Ambient conditions for the operating and storage location . . . . . . . . . 8
3 Description of the device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3.1 Device design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.2.1 Hermetic reciprocating piston compressor . . . . . . . . . . . . . . 10
3.2.2 Evaporator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.2.3 Condenser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.2.4 Thermostatic expansion valve (TEV) . . . . . . . . . . . . . . . . . . 12
3.2.5 Pressure switch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3.2.6 Receiver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3.2.7 Filter/drier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.3 Measuring instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.4 Process description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.5 Process schematic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.6 Initial commissioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.7 Commissioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.8 System maintenance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
iii
4 Basic principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4.1 Basic principles of refrigeration technology . . . . . . . . . . . . . . . . . . . . 21
4.2 Principle of cold production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4.3 Thermodynamic cycle of the refrigeration system . . . . . . . . . . . . . . . 26
4.4 Calorimetric power calculation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.5 Difference between refrigeration system and heat pump . . . . . . . . . 31
5 Worksheets – Tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
5.1 Worksheet 1, Page 1: Design of the device . . . . . . . . . . . . . . . . . . . 34
5.2 Worksheet 2, Page 1: Structure of a simple refrigeration circuit . . . . 36
5.3 Worksheet 3, Page 1: Basic questions about the refrigeration
circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
6 Worksheets – Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
6.1 Worksheet 1, Page 1: Design of the device . . . . . . . . . . . . . . . . . . . 46
6.2 Worksheet 2, Page 1: Structure of a simple refrigeration circuit . . . . 48
6.3 Worksheet 3, Page 1: Basic questions about the refrigeration
circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
7 Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
7.1 Determining the average refrigeration capacity and thermal output . 58
7.1.1 Preparation for the experiment . . . . . . . . . . . . . . . . . . . . . . . 60
7.1.2 Conducting the experiment. . . . . . . . . . . . . . . . . . . . . . . . . . 60
7.1.3 Measured values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
7.1.4 Temperature curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
7.1.5 Log p, h diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
7.1.6 Calculations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
8 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
8.1 Technical data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
8.2 List of principal formula symbols and indices . . . . . . . . . . . . . . . . . . 74
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1 Introduction
Refrigeration engineering offers a wide range of

applications in machinery and plant manufactur-
ing, as well as in many other specialist disciplines.
The most commonly used cooling system is the
compression refrigeration system.
The ET 101 trainer is a fully functional compres-
sion refrigeration system that can mainly be used
for qualitative tests.
In addition, the device can be used to perform

simple energy balances.
Using the thermostatic expansion valve it is also
possible to vary the superheating of the refriger-
ant at the evaporator outlet.
All elements are clearly arranged in the system,
so that students can easily understand the
refrigeration cycle. The components used in
ET 101 are commonly used refrigeration compo-
nents, which can also be found in industrial appli-
cations. This ensures the trainer is highly relevant
to actual practice.
Target group
ET 101 is a refrigeration demonstration unit,
which can be used to teach the basic functional
principle of a refrigeration system. Therefore, the
device is particularly suitable for beginners in the
field of refrigeration technology.
1 Introduction 1
Learning content
The learning objectives are:
• Basic principles of a compression refrigeration
circuit.
• Key components of a refrigeration system:
– Compressor
– Evaporator
– Condenser
– Expansion element
• Relationship between pressure and boiling
point of a liquid.
• Operation of a refrigeration system / heat
pump
• Development of a basic understanding of the
thermodynamic cycle.
• Simple energy balance.
Didactic notes for teachers

These materials are intended to be used to help
you prepare your lessons. You can compile parts
of the materials as information for students for use
in the classroom. In the materials you will also find
prepared exercise sheets for the students along
with the corresponding solutions.
We also provide you with these materials in PDF
format on a CD to support your lessons. We grant
you unlimited reproduction rights for use within
the context of your teaching duties.
2 1 Introduction
We hope that you enjoy using this G.U.N.T.

ET 101 trainer and wish you success in your
important task of introducing students to the
fundamentals of technology.
Should you have any comments about ET 101,
please do not hesitate to contact us.
1 Introduction 3
4 1 Introduction
2 Safety
2.1 Intended use
The unit is to be used only for teaching purposes.
2.2 Structure of safety instructions
The signal words DANGER, WARNING or

CAUTION indicate the probability and potential
severity of injury.
An additional symbol indicates the nature of the

hazard or a required action.
Signal word Explanation
Indicates a situation which, if not avoided, will result in

DANGER death or serious injury.
Indicates a situation which, if not avoided, may result in

WARNING death or serious injury.
Indicates a situation which, if not avoided, may result in

CAUTION minor or moderately serious injury.
Indicates a situation which may result in damage to

NOTICE equipment, or provides instructions on operation of
the equipment.
2 Safety 5
Symbol Explanation
Electrical voltage
Hazard area (general)
Hot surface
Cold
Note
2.3 Safety instructions
WARNING
Electrical connections are exposed when the
rear panel is open.
Risk of electrical shock.
• Disconnect the plug from the power supply
before opening the rear panel.
• All work must be performed by trained electri-
cians only.
• Protect the electrical installation from humidity.
6 2 Safety
WARNING
Manipulating the cooling circuit can cause
serious injury.
• Do not loosen any piping connections as the
system is pressurised.
WARNING
Coming into contact with leaking refrigerant
may cause frostbite on the hands and face.

• Do not loosen any connections that are not
supposed to be loosened.
WARNING
Coming into contact with the compressor's pres-
sure line can cause burns.
• Do not touch compressor pressure line.
NOTICE
The compressor may only be used with the refrig-
erant specified in the appendix.
2 Safety 7
NOTICE
The device must be left to stand for about 30 min-
utes before initial commissioning, in order to avoid
the build up of refrigerant. Failure to observe this
point can result in damage to the compressor.
NOTICE
If the compressor's thermal circuit breaker is trig-
gered, the system must first be cooled down
before being switched back on. The pressures
must be checked after powering on.
NOTICE
The refrigerant is hazardous to the environment
and can leak if not handled correctly.
2.4 Ambient conditions for the operating and storage location
• Enclosed space
• Free from dirt and humidity
• Level and fixed surfaces
• Frost-free
8 2 Safety
3 Description of the device
3.1 Device design
7 6 5 4 3
2
8
1
9 10
1 Evaporator 6 High pressure pressostat

2 Low pressure manometer 7 Main switch
3 Sight glass 8 Compressor
4 Thermostatic expansion valve 9 Filter/drier
5 High pressure manometer 10 Receiver
Fig. 3.1 Design of the ET 101 device
3 Description of the device 9

3.2 Components
3.2.1 Hermetic reciprocating piston compressor
ET 101 is fitted with a hermetic reciprocating pis-

3 4
ton compressor. In this design the motor and com-
pressor are enclosed in a sealed, gas-tight
welded metal housing. The electric motor is
cooled by the sucked-in refrigerant vapour. In this
case we talk about a suction-cooled compressor.
The speed of the electric motor is about 2900 min-
1 due to the slip caused by the design of an asyn-
chronous machine.
Furthermore, the compressor used in ET 101 has
a thermal overload protection. If the motor wind-
2 1 6 5 ing becomes too hot, the circuit breaker cuts off
the compressor.
1 Electric motor
2 Electrical connection
3 Piston and cylinder NOTICE
4 Crank shaft The refrigerant compressor may only be operated
5 Metal housing with the refrigerant specified by the manufacturer.
6 Oil filling
Fig. 3.2 Hermetic reciprocating piston

compressor
10 3 Description of the device

3.2.2 Evaporator
The evaporator is responsible for extracting heat

Heat supply to its surroundings. The heat extraction is
achieved by the phase transition (evaporation) of
the refrigerant in the evaporator tubes. The phase
transition from the liquid to the gaseous state
Liquid in Vapour out requires energy, which is taken from the environ-
ment in the form of heat. The removal of heat
causes the ambient temperature to fall.
Fig. 3.3 Evaporation process ET 101 is a water-cooled evaporator. The evapo-
rator tubes are located in a tank filled with water.
3.2.3 Condenser
The condenser's job is to dissipate the heat flows

Heat dissipation absorbed during the cooling process into the envi-
ronment. For this purpose, the vaporous refriger-
ant is isobarically condensed, releasing the con-
densation heat.
Vapour in Liquid out
In ET 101 the heat flows to be dissipated are split
as follows:
Fig. 3.4 Condensation process • Thermal energy from the compression pro-
cess.
• Absorbed thermal energy from the evaporator.
Similar to the evaporator, the condenser is also
water-cooled. In this case, however, the absorbed
thermal energy is transferred to the water, which
heats up the tank the longer it is used.

3.2.4 Thermostatic expansion valve (TEV)
The purpose of the thermostatic expansion valve

(Fig. 3.5) is to decompress the refrigerant and to
maintain superheating at the evaporator's outlet
at a constant value.
The thermostatic expansion valve installed in
ET 101 is one with internal pressure compensa-
tion.
In order to maintain the superheating at a con-
stant value, there is a temperature sensor located
at the evaporator's outlet, which is connected to
the valve by a capillary. If the superheating
increases above a set value, the pressure in the
sensor increases and the valve is opened further.
The opposite happens if the pressure in the sen-
sor drops. Fig. 3.6 shows the schematic structure
of a thermostatic expansion valve.
Fig. 3.5 Thermostatic expansion valve The quantity injected is thus determined by the
superheating and the cooling load applied.
The superheating of the refrigerant can be regu-
lated using the adjustment screw on the valve:
• Rotating clockwise causes an increase in
superheating.
• Rotating counter-clockwise causes a
decrease in superheating.

6
3
1 Nozzle insert with valve cone

2 Ram
3 Adjusting screw
4 Diaphragm spring
5 Diaphragm
6 Temperature sensor
Fig. 3.6 Schematic structure of a thermostatic expansion valve

3.2.5 Pressure switch
A high pressure switch is built into the system.

This is used to protect the system, particularly the
compressor, from being overloaded.
If the high pressure exceeds the maximum value
set on the pressure switch, an electrical contact is
activated and cuts off the compressor.
The compressor only starts back up if the pres-
sure is below the limiting value by a certain
amount (hysteresis). The hysteresis value can
also be adjusted on the pressure switch.
Fig. 3.7 Pressure switch
3.2.6 Receiver
Receivers are used to store the refrigerant. They

enable the changing refrigerant requirements in
different operating conditions to be met.
The receiver also has a supplementary protection
function. Because of its position between the con-
denser and the expansion element, it can sepa-
rate any vapour bubbles in the refrigerant from the
liquid.
Fig. 3.8 Receiver

3.2.7 Filter/drier
The purpose of filter/driers is to separate tiny impu-

rities and residual amounts of water from the refrig-
erant circuit. Water can actually become a serious
problem as it can freeze and clog up throttle valves
at low temperatures.
Fig. 3.9 Filter/drier

3.3 Measuring instruments
Manometers measure low and high pressure in

the system. Both manometers have a tempera-
ture scale (blue scale in Fig. 3.10). In addition to
the indicated pressure, these also display the cor-
responding temperature in the wet vapour
region of the refrigerant used. Thus it is possible
to read the evaporating and condensing tempera-
ture of the process from the manometers.
The displayed temperatures do not apply to areas
outside the wet vapour region.
Fig. 3.10 High pressure manometer

3.4 Process description
The compressor sucks in cold, vaporous

refrigerant with the suction pressure p1 and com-
presses it to the high pressure p2. During com-
pression, the temperature of the refrigerant rises
to the compression temperature.
After compression, the vaporous refrigerant is fed
to the condenser. There, the superheated vapour
is first cooled. Then follows isobaric condensa-
tion, while releasing condensation heat. In the last
section of the condenser, the refrigerant is also
supercooled. Here, the energy released is trans-
ferred to the water in the tank.
Then the liquid refrigerant is fed back to the
expansion valve. Here its pressure is decreased
to the low pressure p1. During the expansion, a
portion of the refrigerant evaporates, causing the
temperature to fall.
After expansion, the refrigerant is fed to the evap-
orator, where the liquid is evaporated while
absorbing the evaporation heat. The required
energy is drawn from the water in the tank. This
causes the water temperature to fall.
The cold, vaporous refrigerant is then fed back to
the compressor and the cycle begins again.

3.5 Process schematic

1 Compressor 6 Sight glass

2 High pressure switch 7 Thermostatic expansion valve
3 Condenser 8 Evaporator
4 Receiver 9 High pressure manometer
5 Filter/drier 10 Low pressure manometer
Fig. 3.11 ET 101 process schematic

3.6 Initial commissioning
NOTICE
Risk of damage to the device.
• Before connecting to the electrical power sup-
ply:
Make sure that the laboratory power supply
meets the specifications on the device's rating
plate.
3.7 Commissioning
Transporting the system can lead to an accumu-

lation of liquid in the evaporator. Therefore, the
system should be left to stand for about 30 min-
utes before commissioning for the first time, so
that the refrigerant can accumulate. Failure to
observe this point risks damaging the com-
pressor.
Proceed as follows to start the system:
• Connect the device to a power supply using the
power cable.
• Turn the unit on at the main switch.
• Turn the compressor on.
NOTICE
Risk of damage to the device:
Make sure that the laboratory power supply meets
the specifications on the rating plate.

3.8 System maintenance
The system's mechanical components do not

require maintenance.
Refrigerant
The longer the system runs, diffusion and small
leaks may lead to a lack of refrigerant. A lack of
refrigerant may be indicated by, among other
things:
• too low refrigeration capacity of the system.

• formation of vapour bubbles in the liquid pipe.
The vapour bubbles can be seen in the sight
glass.
We recommend using the G.U.N.T. ET 150.01
Refrigerant Filling and Evacuation Equipment
refill station to refill the unit with refrigerant.
A refill station is not supplied.
To completely refill, proceed as follows:
• Drain the system.
• Connect refrigerant reservoir to the fill valve.
• Immerse the evaporator and the condenser
into the tank filled with water.
• Switch on the compressor.
• Fill the system with about 0,12 kg R134a.


4 Basic principles
The basic principles set out in the following make

no claim to completeness. For further theoretical
explanations, refer to the specialist literature.
4.1 Basic principles of refrigeration technology
A separate document, entitled "Basic principles of

refrigeration technology", looks at the following in
more detail:
• The thermodynamic principles of the thermody-
namic cycle
• The functioning and components of a compres-
sion refrigeration system
• The properties of refrigerants.
We have included this document to assist you in
your task of teaching the basic principles of refrig-
eration technology.
For improved clarity, the following section sum-
marises the basic principles relevant to ET 101
once more.
4 Basic principles 21
4.2 Principle of cold production
A compression refrigeration system essentially

makes use of two effects:
• Change in the aggregate state:
Changing the aggregate state of a substance
either requires energy or releases it. This pro-
cess does not change the temperature of the
substance.
In refrigeration systems the aggregate state
changes from the gaseous to liquid (condensa-
tion) and from the liquid to gaseous (evapora-
tion) state. Energy is released during conden-
sation. This energy must be dissipated into the
environment, whereas during evaporation
energy is removed from the environment.
• Pressure dependence of the boiling point:
The boiling point of a substance does not just
depend on the temperature, but also on the
pressure. Evaporation and condensation can
thus take place in a refrigeration system at dif-
ferent temperatures, provided different pres-
sures are applied.
In refrigeration systems therefore, a high pres-
sure and a low pressure region are generated
by using a compressor and a throttle.
The change in aggregate state is isothermal.
Despite the additional supply or removal of
energy, the temperature of a substance does not
change. This is particularly easy to demonstrate
with water. If you place a pot filled with iced water
on a stove and apply a constant heat load to it, we
can say that...
• ...the temperature of the water does not
change during melting.
22 4 Basic principles
• ...the temperature of the water does not

change during evaporation.
Fig. 4.1 shows the temperature profile of water
under a constant input of power at an ambient
pressure of 1,013 bar.
Liquid and vapour

Vapour
Temperature in °C
Liquid
Time
constant
heat output
Liquid and ice
Ice
Fig. 4.1 Temperature profile of water under a constant input of power
As already described above, the phase transition

(change in the aggregate state) does not just
depend on temperature, but also on the pressure.
The pressure dependence shows, for example,
that in the high mountains (where the ambient
pressure is less than 1,013 bar) water starts to
boil below 100 °C and some meals cannot be
cooked thoroughly. On the other hand, the pres-
sure dependence is used in a pressure cooker.
The pressure cooker is sealed with a lid. The

pressure in the interior of the cooker rises and the
water starts to boil just above 100 °C. As a result,
the meals prepared in the pressure cooker will
cook faster.
Fig. 4.2 shows the vapour pressure curve of
water. The diagram illustrates at what pressure
the water begins to boil. Thus, at a pressure of
50 bar water only begins to boil at a temperature
above 250 °C.
Fig. 4.2 Vapour pressure curve for water
In principle therefore, water could also be used as

refrigerant. However, the actual pressures and
the fact that water only exists below 0 °C as ice,
are technically very unfavourable. Consequently,
refrigerant was developed, thanks to which the
modern, industrial refrigeration tasks (e.g. freez-
ing foods) can be realised at low pressures and

temperatures. A widely used refrigerant is R134a.
R134a can be found in most refrigerators and car
air conditioning systems. Fig. 4.3 shows the
vapour pressure curve of the refrigerant.
Fig. 4.3 Vapour pressure curve for R134a
Unlike water, which at a pressure of 1,0 bar only

starts to boil at 100 °C, R134a boils at -26,5 °C.
As a result, low temperatures can be achieved at
relatively high pressures.
4.3 Thermodynamic cycle of the refrigeration system
Since the boiling point of a refrigerant depends

substantially on the pressure applied, people
searched for a way to evaporate the refrigerant at
the lowest possible pressure and therefore at a
low temperature. To avoid wasting refrigerant, it is
also beneficial to supply the refrigerant in a closed
system (closed thermodynamic cycle). However,
this requires that the refrigerant be re-condensed
to liquid after evaporation, in order to be able to
allow it to evaporate again.
These considerations have led to a refrigeration
system's closed thermodynamic cycle.
Thermodynamic cycles are plotted in phase dia-
grams for illustrative purposes with the corre-
sponding refrigerant, in order to make the qualita-
tive and quantitative assessment of a system
easier. In refrigeration technology, the log p-
h diagram has become the common standard.
Fig. 4.4 shows the structure of a log p-h diagram.
Liquid Wet vapour Vapour
Boiling curve
Saturated
vapour line
Isotherm
Fig. 4.4 Structure of a log p-h diagram.
The thermodynamic cycle proceeds in four basic

steps:
1. Isentropic compression of the refrigerant
vapour
2. Isobaric condensation of the refrigerant
3. Isenthalpic throttling of the refrigerant
4. Isobaric evaporation of the refrigerant
The specific enthalpy h describes the energetic
state of one kg of refrigerant. Thus, using the
log p-h diagram it is relatively simple to perform
calculations. The following section explains in
detail the four steps of the thermodynamic cycle of
a refrigeration system:
NOTICE
In order to be able to plot the thermodynamic
cycle in a log p-h diagram, pressure and temper-
ature must be known at a minimum of 3 positions:
- At the compressor inlet
- At the compressor outlet
- At the condenser outlet
The 4th point (throttle outlet) can be constructed.
1st step: Isentropic compression

Considered ideally, the compression process can
be plotted in the diagram as an isentropic change
of state. Isentropic in this case means that no heat
2 is exchanged with the environment and the com-
pression takes place without loss.
The specific compression work wV, which is trans-
1
wV mitted per kg of refrigerant, corresponds to the
enthalpy difference between the start and end of
compression:
Fig. 4.5 Isentropic compression
wV = h2 – h1 (4.1)
2nd step: Isobaric condensation

Any condensation heat occurring during conden-
qc sation must be dissipated to the environment. In
the wet vapour region (within the bell-shaped
3 2 curve) the process is isobaric and isothermal.
The specific condenser work qc corresponds to
the enthalpy difference in the condenser:
qc = h2 – h3 (4.2)
Fig. 4.6 Isobaric condensation

3rd step: Isenthalpic throttling

After the refrigerant has been condensed in the
condenser, it must then be supplied to the evapo-
rator under low pressure (in order to be able to
3 evaporate at low temperatures). This happens by
means of a throttle (capillary or expansion valve).
The change of state may be considered as
4
isenthalpic (enthalpy remains constant). Isenthal-
pic means that neither thermal energy nor work is
exchanged with the environment. Therefore, the
Fig. 4.7 Isenthalpic throttling change of state appears as a vertical line from 3
to 4 in the log p-h diagram.
4th step: Isobaric evaporation

The liquid refrigerant then enters the evaporator,
where it can evaporate thanks to the addition of
heat from the environment. The process causes
the ambient temperature to fall.
As with the condenser, the specific capacity of the
4 1 evaporator q0 can be determined using the
q0 enthalpy difference:
q0 = h1 – h4 (4.3)
Fig. 4.8 Isobaric evaporation
4.4 Calorimetric power calculation
Since ET 101 does not have a flow meter, it is

necessary to measure energy flows calorimetri-
cally. This is done using the change in tempera-
ture of the water located in the evaporator and in
the condenser.
Calorimetry is based on the fact that the defined
change in temperature of a mass always requires
the same amount of energy. The amount of
energy can be determined by Formula (4.4):
Q = cp  m   T (4.4)
In order to calculate the average power input from

the amount of energy introduced, it must be
divided by the time required for the temperature
change:
· cp  m   T
Q = --------------------------
- (4.5)
t
4.5 Difference between refrigeration system and heat pump
Technically there is no difference between a

refrigeration system and a heat pump. Both use
PV
the same components. The difference consists in
the usage of the devices (see Fig. 4.9):
· • The usable side of the refrigeration system is
Q in ·
Q out the evaporator. The goal is to cool a room. The
condenser's heat dissipation must take place
Tin<Tout
outside of the refrigerated room.
• In the case of the heat pump, the usable side is

the condenser. If a house is heated by a heat
pump, the heat absorption at the evaporator
takes place outside of the living space.
Both the refrigeration system and the heat pump
Tout<Tin
are designed to supply thermal energy from a low
PV · energy level to a high energy level. Since, accord-
Q out
ing to the principles of thermodynamics, this pro-
cess cannot proceed independently, work is
· required. This work is usually provided in the form
Q in
of electrical energy. Fig. 4.10 shows a diagram
representing the energy transport of a heat pump
or a refrigeration system.
Fig. 4.9 Use of refrigeration system
and heat pump
Environment
(living space)
·
Q out
PV
Refrigeration
system
(heat pump)
Q in
Cold room
(heat source)
Fig. 4.10 Energy transport of a refrigeration system/heat

pump
5 Worksheets – Tasks
The following worksheets are designed to help

you learn about the device. Furthermore, the
worksheets include questions that you can
answer by using the enclosed document "Basic
principles of refrigeration technology". It is there-
fore recommended that you read the document
first.
The worksheets can easily be printed out from the
PDF document using the CD provided.
5 Worksheets – Tasks 33
5.1 Worksheet 1, Page 1: Design of the device
Learning objective:
• To become acquainted with the system.
• To be able to identify and name system compo-
nents.
Exercise:
Identify the components marked with numbers on
the overall picture and enter their correct names in
the table.
NOTICE
To make this exercise worthwhile, the students
should not be able to see the system diagram on
the system itself.
34 5 Worksheets – Tasks
Worksheet 1, Page 2
7 6 5
8 4
3
1
9
10
11 12
1 7
2 8
3 9
4 10
5 11
6 12
5.2 Worksheet 2, Page 1: Structure of a simple refrigeration circuit
Learning objectives:
• To be able to construct a simple, functional
refrigeration circuit from basic elements of
refrigeration technology.
Exercise 1:
The table on the following page contains four
refrigeration-engineering components, shown as
graphic symbols.
a. Enter the name of the component next to the
corresponding graphic symbol on page 2.
b. Use these components to draw a process sche-

matic. Draw the low pressure lines in blue and the
high pressure lines in red.
Worksheet 2, Page 2
Exercise 2:
a. Plot the thermodynamic cycle of the refrigera-
tion circuit from exercise 1 in the log p-h diagram.
Label the approximate curves of the isotherms
and isentropes. The following premises should
also apply:
• The refrigerant is not subcooled when it exits
the condenser.
• The compressor sucks in superheated vapour.

b. Describe which variables have to be measured
to be able to create the log p-h diagram for the
process, and at which positions these variables
have to be measured.
c. Where in the system is the pressure at its low-
est?
Worksheet 2, Page 3
The following components are available:
Graphical symbol Name
Worksheet 2, Page 4
Worksheet 2, Page 5
Worksheet 2, Page 6: Exercise 2b

Worksheet 2, Page 6: Exercise 2c
5.3 Worksheet 3, Page 1: Basic questions about the refrigeration circuit
• To be able to explain the basic properties of a
refrigeration circuit.
• To be able to describe the function of device
components.
Exercise:
• Answer the following questions.
Question 1
Which is greater: the capacity of the condenser or the capacity of the evapo-
rator? Justify your answer.
Question 2
What variable does the thermostatic expansion valve regulate? What is the
advantage compared to a non-regulating throttling device?
Question 3
How does the subcooling of the refrigerant affect the thermodynamic cycle?
Question 4
Which component secures the system against impermissible pressures?
Question 5
How does the refrigeration capacity behave with decreasing evaporation
pressures? Justify your answer.
Question 6
How do you recognise an underfilled system?
6 Worksheets – Solutions
The following worksheets are designed to help

you learn about the device. Furthermore, the
worksheets include questions that you can
answer by using the enclosed document "Basic
principles of refrigeration technology". It is there-
fore recommended that you read the document
first.
The worksheets can easily be printed out from the
PDF document using the CD provided.
6 Worksheets – Solutions 45
6.1 Worksheet 1, Page 1: Design of the device
Learning objective:
• To become acquainted with the system.
• To be able to identify and name system compo-
nents.
Exercise:
Identify the components marked with numbers on
the overall picture and enter their correct names in
the table.
NOTICE
To make this exercise worthwhile, the students
should not be able to see the system diagram on
the system itself.
46 6 Worksheets – Solutions
Worksheet 1, Page 2
7 6 5
8 4
3
1
9
10
11 12
1 Evaporator 7 High pressure switch
2 Condenser 8 Main switch
3 Sight glass 9 Compressor service valve
4 Low pressure manometer 10 Compressor
5 Thermostatic expansion valve 11 Filter/drier
6 High pressure manometer 12 Receiver
6.2 Worksheet 2, Page 1: Structure of a simple refrigeration circuit
• To be able to construct a simple, functional
refrigeration circuit from basic elements of
refrigeration technology.
Exercise 1:
The table on the following page contains four
refrigeration-engineering components, shown as
graphic symbols.
a. Enter the name of the component next to the
corresponding graphic symbol on page 2.
b. Use these components to draw a process sche-

matic. Draw the low pressure lines in blue and the
high pressure lines in red.
Worksheet 2, Page 2
Exercise 2:
a. Plot the thermodynamic cycle of the refrigera-
tion circuit from exercise 1 in the log p-h diagram.
Label the approximate curves of the isotherms
and isentropes. The following premises should
also apply:
• The refrigerant is not subcooled when it exits
the condenser.
• The compressor sucks in superheated vapour.

b. Describe which variables have to be measured
to be able to create the log p-h diagram for the
process, and at which positions these variables
have to be measured.
c. Where in the system is the pressure at its low-
est?
Worksheet 2, Page 3
The following components are available:
Graphical symbol Name
Compressor
Thermostatic
expansion valve
Condenser
Evaporator
Worksheet 2, Page 4
Worksheet 2, Page 5
Worksheet 2, Page 6: Exercise 2b

In order to be able to plot the log p-h diagram, the following variables have to
be measured:
– Compressor suction temperature
– Compressor suction pressure
– Final compression temperature
– Condensation pressure
– Temperature at the condenser outlet
Worksheet 2, Page 6: Exercise 2c

The lowest pressure system is located at the compressor inlet. This is also
below the evaporation pressure in the system. This is because of the pres-
sure drop in the suction line.
However, since the pressure drop in a small system such as ET 101 is very
low, it can be ignored.
6.3 Worksheet 3, Page 1: Basic questions about the refrigeration circuit
• To be able to explain the basic properties of a
refrigeration circuit.
• To be able to describe the function of device
components.
Exercise:
• Answer the following questions.
Question 1
Which is greater: the capacity of the condenser or the capacity of the evapo-
rator? Justify your answer.
The capacity of the condenser is always greater than the capacity of the
evaporator. The reason for this is that the condenser does not only have to
emit the absorbed power of the evaporator, but also the power transmitted to
the refrigerant as a result of compression. This aspect can easily be illus-
trated by the log p-h diagram.
Question 2
What variable does the thermostatic expansion valve regulate? What is the
advantage compared to a non-regulating throttling device?
The thermostatic expansion valve regulates the superheating at the evapo-
rator outlet. The superheating corresponds to the temperature difference
between the evaporator outlet temperature and evaporation temperature.
The advantage over a non-regulating throttling device is that the valve always
injects the correct quantity of refrigerant into the evaporator, even if the sys-
tem load is fluctuating. The risk of a liquid hammer affecting the compressor
is reduced considerably.
Question 3
How does the subcooling of the refrigerant affect the thermodynamic cycle?
A strong subcooling of the refrigerant has a positive effect on the thermody-
namic cycle. The reason for this is that a strong subcooling leads to a greater
enthalpy difference (lower flash gas portion) in the evaporator, thus produc-
ing a larger cooling capacity.
Question 4
Which component secures the system against impermissible pressures?
The pressure switch secures the system against impermissible pressures.
When a preset pressure limit is exceeded, the compressor is switched off.
The compressor only starts back up if the pressure limit is below a certain
amount (hysteresis).
Question 5
How does the refrigeration capacity behave with decreasing evaporation
pressures? Justify your answer.
The refrigeration capacity declines with decreasing evaporation pressures.
There are essentially two reasons for this:
– The density of the suction gas is reduced as pressures fall. This also
causes the mass flow to decline and ultimately reduces the system's refrig-
eration capacity.
– If the evaporation pressure falls, the compressor's pressure ratio
increases. The higher the pressure ratio, the lower the volumetric effi-
ciency of the compressor, which also leads to a decrease in the mass flow.
Question 6
How do you recognise an underfilled system?
An underfilled system can be recognised firstly by a low refrigeration capacity
that is untypical for the system, and secondly by vapour bubbles in the liquid
line, which can be observed through the sight glass.
7 Experiment
The selection of experiments makes no claims of

completeness but is intended to be used as a
stimulus for your own experiments.
The results shown are intended as a guide only.
Depending on the construction of the individual
components, experimental skills and
environmental conditions, deviations may occur in
the experiments. Nevertheless, the laws can be
clearly demonstrated.
7 Experiment 57
7.1 Determining the average refrigeration capacity and thermal output
This experiment is designed to determine the

average refrigeration capacity and the average
thermal output of the system. As the system does
not have a flow meter for refrigerants, a caloric
evaluation is made by means of the temperature
change of the water in the two tanks.
From the measured powers, the rough refrigerant
mass flow is also to be determined. When
determining the refrigerant mass flow, an ideal
thermodynamic cycle is assumed.
• To be able to describe the qualitative change of
the process over the duration of the
experiment.
• To be able to determine the average
refrigeration capacity and thermal output of the
system by means of a caloric evaluation.
• To be able to determine the refrigerant mass
flow in the system on the basis of the power
values and an ideal thermodynamic cycle in the
log p, h diagram.
58 7 Experiment
Exercises:
• Over an experiment duration of 14 minutes,
record a measuring point every 2 minutes, then
increase the intervals to 5 to 10 minutes until
60 minutes are reached:
– vaporisation pressure
– condensation pressure
– cold water temperature
– warm water temperature
• Enter the measuring values in a table.

• Describe how and why the thermodynamic
cycle changes over the duration of the
experiment.
– For this purpose, represent the temperature
curve and the pressure curve over the
duration of the experiment
• After an experiment duration of 6 minutes and
50 minutes, enter the thermodynamic cycle in a
log p, h diagram. For this purpose, use the
evaporation pressure and the condensation
pressure.
• Calculate the average refrigeration capacity
and thermal output for a duration of experiment
of 4...8 minutes and 40...60 minutes
• Calculate the rough refrigerant mass flow using
the log p, h diagram.
7 Experiment 59
7.1.1 Preparation for the experiment
• Fill the two water tanks with 1,2L water each.

Place the tanks so that evaporator and
condenser are fully submerged in the water
(see Fig. 7.1).
Fig. 7.1 Position of the water tanks
7.1.2 Conducting the experiment
• Turn the compressor on.

• Measure the time from the start of the
experiment and record a measuring point every
2 minutes during the first 14 minutes and later
every 5 to 10 minutes. Before taking measuring
values, stir the water to achieve a more
homogeneous temperature distribution.
NOTICE
After a short time, vapour bubbles can be seen in
the sight glass. In this case, this is not an
indication of underfilling, but of the absence of
supercooling. This is due to the water tank of the
condenser heating up and is thus system-specific
and does not constitute a defect.
60 7 Experiment
7.1.3 Measured values
Time in min p1 in bar p2 in bar TWc TWh
0 5,30 5,4 23,0 23,1
2 2,65 8,7 18,7 30,9
4 2,60 10,0 15,8 34,6
6 2,50 11,1 13,7 37,6
8 2,45 12,0 12,2 41,0
10 2,42 12,0 11,0 43,4

12 2,42 12,5 9,5 46,1
14 2,48 13,2 9,0 48,2
18 2,59 13,9 8,3 50,1
20 2,60 14,4 8,1 51,8
25 2,65 15,3 8,0 54,3
30 2,70 15,8 8,0 56,0
35 2,80 16,6 8,3 58,4
40 2,90 17,0 8,8 60,1
50 3,00 18,2 9,5 62,2
60 3,10 19,0 10,0 64,4
Tab. 7.1 Measured values
7 Experiment 61
7.1.4 Temperature curve
The following figure shows the cooling curve and

heating curve of the two tanks in a diagram over
time.
Temperature in °C
TWh Heating curve
TWc Cooling curve
Time in min
Fig. 7.2 Temperature curve of the tanks
The heating curve of the tank of the condenser

shows the expected asymptotic behaviour. It is to
be expected that the curve will turn into a
horizontal line as soon as the added and
discharged heat is in equilibrium. For this
purpose, the respective temperature difference
between the water in the tank and the
environment must be reached so that – from the
perspective of the tank – the discharged heat can
rise to the level of the added heat.
62 7 Experiment
The cooling curve shows an initially unexpected

behaviour. The temperature rises again after a
certain period of time although the expansion
valve has not been adjusted. How can this
behaviour be explained?
For this purpose, the development of the

refrigerant pressures in the system must be
considered while conducting the experiment:
Pressure in bar rel.
p2 Condenser pressure
p1 Evaporator pressure
Time in min
Fig. 7.3 Pressure curves in the system
When looking at the pressure in the course of the

experiment, it is particularly striking that the
condensation pressure at the end of the
7 Experiment 63
experiment is significantly higher than at the start

of the experiment.
In the wet steam region, the condensation
pressure correlates with the condensation
temperature. The condensation temperature must
be higher than the water temperature so that the
incidental thermal load can be dissipated to the
water. As the water temperature increases
steadily, the condensation pressure must also
increase, which is why it is significantly higher at
the end of the experiment than at the start of the
experiment.
By contrast, the evaporation pressure has only

changed slightly as the thermostatic expansion
valve continually tries to keep the superheating at
a constant value. Thus, the injection quantity of
the valve mainly depends on the temperature
difference between the evaporation temperature
and the water temperature. As the water
temperature hardly changes after a certain period
of time, the evaporation temperature and thus the
evaporation pressure also change only slightly.
But why does the water temperature in the tank

increase again slightly after some time?
The rising water temperature indicates a drop in
the refrigeration capacity over the duration of the
experiment. Two reasons explain this drop in
capacity:
64 7 Experiment
• Due to the significant increase in the

condensation pressure, the pressure ratio at
5 the compressor rises sharply. Thus,a
considerable decline in the volumetric
4 efficiency must be expected. A declining
volumetric efficiency reduces the circulated
3 refrigerant mass flow and thus the refrigeration
capacity. The main reason for the decline in the
volumetric efficiency is the re-expansion of the
vapour remaining in the dead space (3). The
2
compressor only draws refrigerant back in on
the return stroke when the pressure in the

cylinder has dropped to the evaporation
pressure. This results in the fact that the actual
1 intake volume of the compressor decreases as
the pressure ratio increases, which causes the
pressure at the suction side to increase slightly.
Fig. 7.4 schematically illustrates the dead
space of a piston compressor. In the graphic,
1 Connecting rod the piston is located at the top dead centre.
2 Plunger
3 Dead space • At the end of the experiment, the temperature
4 Intake valve at the outlet of the condenser is higher than
5 Outlet valve after the start of the experiment. In the
log p, h diagram, the entry into the expansion
Fig. 7.4 Dead space of a compressor
valve is located significantly more to the right in
relation to the enthalpy axis (abscissa). As a
result, a relatively high proportion of the
refrigerant evaporates already during the
expansion which in turn means that less liquid
refrigerant can be injected into the evaporator.
Thus, the usable enthalpy difference in the
evaporator decreases, which also results in a
drop in the refrigeration capacity.
Due to the increased evaporation pressure in

particular, a higher evaporation temperature
7 Experiment 65
occurs. This results in the rising water

temperature of the tank.
7.1.5 Log p, h diagram
In the following, the idealised log p, h diagram for

the values after an experiment duration of
6 minutes and 50 minutes is to be drawn.
NOTICE
The pressures are displayed on the manometers
as relative pressures. However, absolute
pressures must be entered in the
log p hdiagram. Therefore the ambient pressure
(about 1,0bar) must be added to the measuring
value.
66 7 Experiment
Fig. 7.5
ET 101
7 Experiment
Log p, h diagram, idealised representation
SIMPLE COMPRESSION REFRIGERATION CIRCUIT
Start of experiment (6 min) End of experiment (50 min)
67
7.1.6 Calculations
Determining the refrigeration capacity and

thermal output
To determine the average capacity applied or
removed during the experiment duration of
4...8 minutes (start of experiment) and during the
experiment duration of 40...60 minutes (end of
experiment), the specific thermal capacity of
water is used. By means of the thermal capacity,
the mass and the temperature change, the energy
change of the water can be determined, which
corresponds to the energy of ET 101 when
calculated without losses. The energy change per
time unit corresponds to the capacity of the
system.
refrigeration capacity (start of experiment)
Q o = c pW  m W   T 4 – 8 (7.1)
J
Q o = 4180 ---------------  1,2 kg  3,6 K (7.2)
kg  K
Q o = 18058 J (7.3)
· Q
Q o = ------o- (7.4)
t
· 18058 J
Q o = --------------------- (7.5)
240 s
·
Q o = 75 W (7.6)
Thermal output (start of experiment)

The same procedure is used to calculate the
thermal output. The detailed calculation method is
omitted.
68 7 Experiment
·
Q c = –------------------------
32102 J (7.7)
240 s
·
Q c = – 133 W (7.8)
Conclusion:
As expected, the thermal output is higher than the
refrigeration capacity. Moreover, a lossless
process was assumed for the calculation. In
actual fact, in the case of the warm water tank
energy is released to the environment via the
convection and in the case of the cold tank energy

is absorbed from the environment. Due to the low
temperature differences to the environment, this
exchange of energy is very low and can be
ignored. However this does not apply for tank
temperatures which strongly differ (>40K) from
the ambient temperature.
refrigeration capacity and thermal output (end of

experiment)
The calculation method corresponds to the one

described above.
·
Qo = –5 W (7.9)
·
Q c = – 18 W (7.10)
Conclusion:
The energy change of the condenser tank is very
low. The energy exchange does no longer take
place inside the tank, it now occurs outside its
boundaries. The tank exchanges energy with the
environment. The tank of the condenser in
7 Experiment 69
particular shows a high temperature difference to

the environment (>40K).
It is striking that the tank of the evaporator also
has a negative output. This indicates that heat is
also released here. This results from the
temperature increase of the tank water described
in Chapter 7.1.4, Page 62 and is not generally
valid. It must be considered a particularity of this
device.
Determining the refrigerant mass flow.

To determine the refrigerant mass flow, the
log p, h diagram must be used. Furthermore,
either the refrigeration capacity or thermal output,
which have been calculated in advance, is
required. Here the refrigeration capacity is used to
determine the mass flow. Using the log p, h
diagram, this can be determined as follows:
· ·
Qo = m   h1 – h4  (7.11)
Formula (7.11) can be transposed to determine

the mass flow:
·
· Qo
m = ---------------------- (7.12)
 h1 – h4 
h4 corresponds to the specific enthalpy of the
refrigerant at the inlet of the evaporator, h1 to that
at the outlet of the evaporator. These can be
determined from the log p, h diagram.
70 7 Experiment
For the start of the experiment at 6 min:

· 75 W
m = ---------------------------------------------------------------
- (7.13)
J- J-
400000 ----- – 264000 -----
kg kg
· g
m = 0,00055 kg
------ = 0 55 --- (7.14)
s s
For the end of the experiment at 50 min, a

reasonable calculation of the mass flow is not
possible.
7 Experiment 71
72 7 Experiment
8 Appendix
8.1 Technical data
Dimensions
Length x Width x Height 750 x 360 x 690 mm
Weight approx. 30 kg
Power supply
Voltage 230 V
Frequency 50 Hz
Phases 1
Alternatives optional, see type plate
Compressor
Refrigerant R134a
Displaced volume 2,72 cm³
Refrigeration capacity (5°C/55°C) 278 W
8 Appendix 73
8.2 List of principal formula symbols and indices
Formula symbols Variable Unit
·
m Mass flow kg/s
·
V Volume flow L/s
Q Heat flow W
cp Specific thermal capacity J/(kgK)
h Specific enthalpy J/kg
m Mass kg
p Pressure bar
P Power W
q Specific thermal energy J/kg
t Time s
T Temperature °C, K
w Specific work J/kg
74 8 Appendix
Indices
Index Explanation
0 Evaporating
1...n Measuring points 1...n
c Condensing
in Incoming
out Outgoing
V Compressor
w Water
8 Appendix 75
76 8 Appendix

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Experiment Instructions

ET 101 Simple Compression

Last modification by: Dipl.-Ing. Peter Mittasch

This manual must be kept by the unit.

Before operating the unit:

Version 1.4 Subject to technical alterations

3 Description of the device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Refrigeration engineering offers a wide range of

In addition, the device can be used to perform

Didactic notes for teachers

We hope that you enjoy using this G.U.N.T.

2.1 Intended use

The unit is to be used only for teaching purposes.

2.2 Structure of safety instructions

The signal words DANGER, WARNING or

An additional symbol indicates the nature of the

Signal word Explanation

Indicates a situation which, if not avoided, will result in

Indicates a situation which, if not avoided, may result in

Indicates a situation which, if not avoided, may result in

Indicates a situation which may result in damage to

Hazard area (general)

2.3 Safety instructions

may cause frostbite on the hands and face.

2.4 Ambient conditions for the operating and storage location

3 Description of the device

3.1 Device design

1 Evaporator 6 High pressure pressostat

3 Description of the device 9

3.2.1 Hermetic reciprocating piston compressor

ET 101 is fitted with a hermetic reciprocating pis-

Fig. 3.2 Hermetic reciprocating piston

10 3 Description of the device

The evaporator is responsible for extracting heat

rator tubes are located in a tank filled with water.

The condenser's job is to dissipate the heat flows

3 Description of the device 11

3.2.4 Thermostatic expansion valve (TEV)

The purpose of the thermostatic expansion valve

12 3 Description of the device

1 Nozzle insert with valve cone

Fig. 3.6 Schematic structure of a thermostatic expansion valve

3 Description of the device 13

3.2.5 Pressure switch

A high pressure switch is built into the system.

Fig. 3.7 Pressure switch

Receivers are used to store the refrigerant. They

Fig. 3.8 Receiver

14 3 Description of the device

The purpose of filter/driers is to separate tiny impu-

Fig. 3.9 Filter/drier

3.3 Measuring instruments

Manometers measure low and high pressure in

Fig. 3.10 High pressure manometer

3 Description of the device 15

3.4 Process description

The compressor sucks in cold, vaporous

16 3 Description of the device

3.5 Process schematic

1 Compressor 6 Sight glass

Fig. 3.11 ET 101 process schematic

3 Description of the device 17

3.6 Initial commissioning

Transporting the system can lead to an accumu-