Currently teaching challenges involve incorporation of new technologies or approaches to address teaching/learning process of students more attracted to technology than before. Additionally, the possibility of having student trough internet demands the use of new technological techniques in order to deliver required concepts in a successful way, especially in those cases where a practical application is involved. This work presents a computer model of the “Heat pump system” equipment located at UiT, The Artic University of Norway - Campus Narvik. This system contains the typical elements in a refrigeration system as a compressor, an evaporator, a condenser, an expansion valve, two filters and a visor. The working fluid inside the refrigerant system is Chlorodifluoromethane (CHClF2) frequently known as refrigerant R22, meanwhile the contraflow fluid in the heat exchanger is water. Golden factor of having experimental facility is the fact that the phenomenon will occur as it is, without any theoretical considerations or assumptions. So, when merging both technology and actual equipment, concepts and definitions can be demonstrated by experimental activities and also the models frequently used can be compared to the actual parameters behaviour. For instance, relation between thermodynamics properties and the mechanical variables as compressor power can be described based on the functioning of the equipment, but the realistic application of isentropic functioning of the compressor can be contrasted against the actual compressor performance, or the isobaric assumption on the heat exchanger can be compared against the heat exchanger working at particular conditions. Refrigeration cycle theoretical computer model can be built based on pressure values before and after the compressor as well as the temperatures at key points, however, actual system will have a complete set of parameter values at different location. Comparing both theoretical and actual cycles on pressure-temperature graph, efficiency of the model can be obtained in an interactive way. In this way, teaching activities will cover the necessary development of analytical thinking about the applicability of different models in different engineering application trough out a refrigeration case. Moreover computer model technique also introduces the possibility of expansion the range of possible refrigerant fluids, which can be tested without compromise the safety of the students when the materials or fluids involved could be considered as hazardous. The presented computer model includes the use of computational tool called PRODE® to calculate the properties of the flow. As result, an interactive computer model was developed as an extra help within the teaching/learning process.

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