Design and Development of Bare Tube Evaporator and Capillary Tube of Refrigeration

Training Unit with ice maker

A Project Study
Presented to
The Faculty of Mechanical Engineering
College of Engineering
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Manila

Prepared by:
Andrade, Christian Loyd A.
Falcotelo, Alan Jan Caleb S.
Hembra, Kayleigh B.
Loreto, John Bryan P.
Marzo, Joselle P.
Mojica, John Renz A.
Rogando, Jethro Cyron G.
Salango, Lester John L.

2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction and Background of the Study

The world has entered its fast-paced changes regarding technologies, and as

technology becomes complex, so as the challenges. In order to thrive in this situation,

engineers must be equipped with adequate knowledge, and one way to train them is the

technological advancement in laboratory equipment.

A refrigeration trainer is one of the laboratory equipment that a university should

have to comply with the accreditation requirements of the Commission on Higher

Education. A refrigeration trainer is a working unit that contains the fundamental

components found in many refrigeration systems. The compressor, condenser, expansion

device and evaporator are the four basic components of a refrigeration trainer. These

components are usually mounted on a table frame and are set out and labeled for students'

observation.

Refrigeration removes unwanted heat from one object, substance, or area and

transfers it to another. The vapor compression cycle commonly referred to as a reverse-

Rankine cycle, is the most used type of mechanical refrigeration. Mechanical

refrigeration is the most common form of cooling in use today. Numerous industries use

refrigeration energy to produce cooling regularly, from logistics, the food industry,

HVAC, to medical technology (Wright, 2022).

The Technological University of the Philippines - Cavite Campus currently offers

pre-baccalaureate and baccalaureate programs. One baccalaureate program offered by the

university was the Bachelor of Science in Mechanical Engineering. According to CHED

Memorandum Order No. 7, courses should be well-supported by meaningful laboratory

work that is well-coordinated with lecture material and supported by relevant, up-to-date

equipment. Due to this mandate, the university is not accredited by the Commission on

Higher Education to graduate Mechanical Engineering students because of its lack of

laboratory equipment.

1.2 Statement of the Problem

The study addresses the need for a refrigeration training unit at the Technological

University of the Philippines-Cavite (TUPC) for the practical use and analysis

requirement of Mechanical Engineering students according to CHED Memorandum

Order No. 7. The best method to educate students is still through hands-on laboratory

experience (Lindsay, 2005). The concept of designing and developing a self-contained,

laboratory-scale and fully operational refrigeration trainer will serve as a learning tool to

help students, especially those enrolled in the refrigeration and air conditioning courses,

transfer knowledge more efficiently and support their learning activities to become

effective instruments of national development.

1.3 Objectives of the Study

1.3.1 General Objectives

The study primarily aims to design and develop Capillary Tube and Bare

Tube Evaporator of a Refrigeration Training Unit for the Technological

University of the Philippines - Cavite

1.3.2 Specific Objectives

Specifically, the study aims to answer the following:

1. To determine the optimum design specifications and dimensions for the

refrigeration training unit’s evaporator pipe tubing while in accord with the safety

standards set by ASME and ASHRAE.

2. To compare the experimental and actual pressure drops of the Bare Tube

Evaporator.

3. To determine the performance of Bare Tube Evaporator in terms of heat

transfer coefficient.

1.4 Assumptions/Hypothesis

1. The researchers hypothesize that the resulting evaporator pipe specifications and

dimensions will be optimized based on the safety standards set by ASME and

ASHRAE.
 2. The researchers hypothesize that there will be no significant pressure drops

observed at the evaporator discharge compared to the evaporator feed

3. The proponents of the study hypothesize that the designed evaporator will yield a

resulting heat transfer coefficient of 1800-5000Wm2 ∙℃.

1.5 Scope and delimitations

This study is to focus on the design and development of capillary tube and bare

tube evaporator of a refrigeration trainer for Technological University of the Philippines

– Cavite. The research will be conducted during the first and second semester of

Academic Year 2022 to 2023.

This study will not cover the other components of refrigeration training unit other

than the evaporator. The study will also perform calculations and analysis to determine

heat transfer coefficient and thermal effectiveness of the evaporator within the

Refrigeration Trainer. The optimum design specification is obtained through the system

requirement guided by ASME, ASHRAE and commercially available refrigeration

trainer.

1.6 Significance of the Study

The idea of the study is generated from the concern of lacking laboratory

equipment at the Technological University of the Philippines – Cavite. The primary

objective of this research is to design and develop capillary tube and bare tube evaporator
from a laboratory-scale refrigeration training unit utilizing engineering, design

development, research, and simulation expertise. The following will benefit from this

study:

Present Researchers. The entire study process enhances knowledge and learning

opportunities. Future career-related knowledge and abilities are improved.

The University. This study will serve as an additional medium for learning and

improvement, which will also give the university an opportunity to be accredited by the

CHED in accordance with their CMO for COPC.

Future Researchers. This study will serve as a useful reference for researchers who

would want to further explore or conduct related studies concerning refrigeration training

units.

Mechanical Engineering Students. This study will allow the mechanical engineering

students in TUP-Cavite Campus to have their own unit in line which they can use for

laboratory experiment

1.8 Definition of Terms

Refrigeration Training Unit – A laboratory equipment that demonstrates vapor-

compression refrigeration cycle operation

Evaporator – a device used to turn the liquid form into vapor by absorbing heat

Compressor – a pump that increases the temperature and pressure of vaporized

refrigerant

Condenser - a device used to turn vapor into liquid by rejecting heat

Expansion Valve - a regulator of the refrigerant pressure

Heat Transfer Coefficient – a parameter that deals with heat transfer between a fluid and
the surface flowed over by the fluid

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art,

theoretical and conceptual framework to fully understand the research to be done and

lastly the definition of terms for better comprehension of the study.

2.1 Conceptual Literature

2.1.1 Refrigeration training unit

Trainer Units are created to aid students in learning how to apply their

knowledge and concepts to physical items. As it may be used to practice

comprehending the task as in industry, this equipment can be utilized to achieve

basic competency. Usually, the trainer unit has a module that serves as a guide

during the learning process. With this technology and module, the instructor or

trainer's role in the learning process can be reduced to that of a facilitator. A

domestic refrigerator trainer's development in the teaching and learning process is

and the fundamental operations, simple to comprehend the various connections of

electric circuitry in the mechanical components. The four phases of the refrigerant

cycle can also be presented by the trainer (Bajet & Bajet, 2014). A refrigeration
system is a method for keeping a substance's or object's temperature lower than

the ambient temperature. Evaporator, compressor, condenser, and refrigerant

control equipment (resistant device for expanding refrigerant) are the four basic

parts of refrigeration equipment or machinery (Hasan & Gunawan, n.d).

The majority of the cooling and refrigeration equipment operate using a

refrigeration cycle that uses vapor compression wherein the refrigerant undergoes

a closed cycle during which it transitions from liquid to gas, then back to liquid,

to produce the evaporator's cooling process (Agrawal, 2010).

Domestic refrigerators and freezers, self-contained air conditioning units,

and reverse cycle or heat pump systems are all demonstrated by the TU-100

primary refrigeration trainer. Educators can provide hands-on experience on a job

site using this popular training unit, and students can become acquainted with

name brands they may encounter in the field (“Tu-100 basic refrigeration trainer”,

2022).

2.1.2 Refrigeration Cycle

The refrigeration cycle, often referred to as the reverse Rankine cycle, is a

thermodynamic process that creates a cooling effect by utilizing a working fluid

that absorbs heat from its surroundings at low temperatures and rejects it to the

atmosphere at high temperatures. The refrigerant is pumped through a closed

refrigeration system to do this. Because the system is closed, the refrigerant is

reused repeatedly as it moves through the cycle, extracting some heat and then

discharging it. The figure 2 shows the refrigeration cycle.

The process of the cycle will begin at the metering device. This could be a

thermal expansion valve, a capillary tube, or any other mechanism to regulate the

flow of low-pressure, low-temperature refrigerant into the evaporator, or cooling

coil. As the expanding refrigerant passes through the evaporator, it absorbs heat

from the material or area where the evaporator is situated.

The refrigerant in the system will boil and evaporate, turning it into a

vapor, as heat will go from the warmer substance to the evaporator, which is

cooled by its evaporation. With the exception of the fact that the refrigerant boils

at a much lower temperature, this is comparable to the transformation that takes

place when a pail of water is heated on the stove and the water turns to steam.

The compressor draws this low-pressure, low-temperature vapor, which is

compressed into a high-temperature, high-pressure vapor. In order for it to release

the heat that it had stored in the evaporator, the compressor discharges it into the

condenser. Since the refrigerant vapor is warmer than the air or water passing

through the condenser, heat is transferred from the warmer refrigerant vapor to

the cooler air or water.

In this process, as heat is removed from the vapor, a change of state takes

place and the vapor is condensed back into a liquid, at a high-pressure and high-

temperature. The liquid refrigerant travels now to the metering device where it

passes through a small opening or orifice where a drop in pressure and

temperature occurs, and then it enters into the evaporator or cooling coil. As the

refrigerant makes its way into the large opening of the evaporator tubing or coil, it

vaporizes, ready to start another cycle through the system.

Figure 2. Refrigeration Cycle

2.1.3 Thermophysical Properties of Refrigerant

Refrigeration systems utilize fluids called refrigerants that are curated to

carry off heat from a colder body to a hotter body or environment. Cooling

systems use refrigerants that are susceptible to phase change to create the

refrigeration effect. Refrigerants absorb heat through the process of vaporization

in the evaporator or the cooling unit. The cooling unit is designed to be located

where the environment or system must be kept at low temperature. After the

complete vaporization of the refrigerant in the evaporator, it is pumped to the

condenser where the fluid loses heat through the process of condensation. The
condenser is designed to dispose and transfer heat from the refrigerant to a

specific heat dump structure or environment (Althouse et al., 2004). 

 The properties of refrigerant, as most fluids, are bound to change

depending on thermodynamic qualities such as pressure and temperature. For the

sake of ease and convenience, researchers have organized the properties of

refrigerants in tabular data and visual charts. One of the most useful ways in

determining the behavior of a refrigerant, is the pressure-enthalpy chart. The

vertical ordinate of the chart is represented by the given absolute pressure of the

fluid while the horizontal ordinates indicate the specific enthalpy of the

refrigerant. Most commonly, pressure is displayed in units of pounds per square

inch (psi) while enthalpy is commonly displayed in measures of BTU/lb (Khurmi,

2022). P-h diagrams are specifically tailored to the refrigerant it was made for.

The diagram contains lines and curves that specify a significance for the

researcher or engineer consulting the diagram. The p-h diagrams of refrigerants

cannot be interchanged from one another for any types of applications (JSRAE,

2018). 
   

Figure 3. Pressure-enthalpy (p-h) diagram.

 In this diagram, the saturation line is denoted by the U-shaped line. The

saturation line is the point where the state of the refrigerant starts to transition

from liquid to vapor or vice-versa. The left side of the saturation line is called the

saturated liquid line. This line denotes the beginning in which liquid refrigerant

starts to boil or vaporize. The saturated vapor line signifies the point where

refrigerant that is in gaseous form starts to condensate and transition to becoming

a liquid. The point in which the saturated vapor line and saturated liquid line

meets is the critical point. This point indicates the peak pressure in which the

liquid state and vapor state of the refrigerant can coexist. At points above the

critical point, an increment in pressure is not necessary to turn the fluid in vapor

phase to liquid phase. The region that is under the U-shaped curve and between

the saturation line is called the mix region or the liquid-vapor region. As its

nomenclature suggests, in this region, the consistency of the refrigerant is

composed of a mixture of liquid and vapor. The region that is to the left of the U-
curve is called the sub-cooled or compressed liquid region. The consistency of the

refrigerant in this region is 100% liquid. On the contrary, at the superheated vapor

region, located to the right of the curve signifies that the refrigerant has no liquid

or moisture content (Dehli et al., 2002; Sonntag & Borgnakke, 2020; Y. A.

Cengel, 2022). 

 There are also important lines signifying different thermodynamic

processes in Figure #.  The isothermal lines indicate a process in which the

temperature of the refrigerant does not change. In most cases, horizontal

isothermal lines are drawn under the liquid-vapor region. In this region, latent

heating occurs, the temperature of the refrigerant remains unchanged while the

quality experiences fluctuation. The iso-specific volume line signifies an isochoric

process where the specific volume of the fluid remains unchanged. The broken

lines which symbolize the iso-quality line signifies the process in which there will

be no change in concentration of liquid and vapor from the given refrigerant with

a liquid-vapor consistency. Quality refers to the ratio of mass of refrigerant that is

in gaseous form and the total mass of the refrigerant (JSRAE, 2018). 

  The most prominent means of inquiring about the properties of

refrigerants is the ASHRAE: Fundamentals Handbook. ASHRAE presents

accumulated data for the important transport and thermodynamic properties of

refrigerants. A p-h diagram is utilized to present the thermodynamic property of

refrigerants. In addition, information about the saturated liquid and saturated

vapor forms of refrigerants are organized in tabular data. All of the data given

conform to the international standards. Most refrigerants listed conform to the

international standard of utilizing 200 kJ/kg for enthalpy and 1 kJ/(kg K) for

specific entropy for saturated liquid at temperature of 0 deg C (ASHRAE, 2021).

Another important tool to inquire information about the properties of refrigerants

are the saturation tables curated from empirical data and mathematical models. 

The saturation tables display several thermophysical properties of

refrigerants that can be utilized in designing refrigeration systems. The saturation

temperatures and saturation pressures of the given refrigerant are displayed in the

table. Both the specific entropy and enthalpy of the given refrigerant as a

saturated liquid and saturated vapor is also indicated. Another important detail to

note is the inclusion of Specific Heat at Constant Pressure. The Specific Heat at

Constant Pressure is the amount of energy required to raise the temperature of a

unit mass of the given refrigerant by 1 degree when it is heated at a constant

pressure process. Properties such as thermal conductivity, viscosity and surface

tension are also included to serve as a guide when handling and considering

designs for piping systems in air conditioning and refrigeration systems.

  In modern times, the properties of refrigerants can now be computed

instantaneously through the use of modern computers. One such computer

program dedicated to computing the different thermophysical properties of

refrigerants is the Reference Fluid Properties (REFPROP). REFPROP is a

program developed by the National Institute of Standards and Technology

(NIST). It supplements the thermophysical properties of different refrigerants,

pure fluids, and mixtures. The program has a wide range of scope, operating in

various fluid conditions including supercritical, gas and liquid phases. REFPROP
utilizes precise and accurate mathematical models to calculate the properties of

fluids. The property formulations are curated through mathematical and scientific

models, namely equations of state explicit in Helmholtz energy, the modified

Benedict-Webb-Rubin equation of state, and an extended corresponding states

(ECS) model (NIST, 2022). All the given data from p-h diagrams, saturated vapor

and liquid tables that can be sourced at the ASHRAE: Fundamentals Handbook

2021 is acquired from calculations made by the NIST standard reference database

23, NIST reference fluid thermodynamic and transport properties, REFPROP,

Standard Reference Data Program (ASHRAE, 2021).

2.1.4 Evaporator

Along with other significant components like the compressor, condenser,

and expansion device, the evaporator is a crucial part of a refrigeration system.

Mechanical refrigeration, often known as refrigeration or air conditioning, is the

removal of heat from space using a heat exchange system (Wright, 2022). In a

heat cycle, a refrigerant is a substance that expands and evaporates in this

component and moves heat from one place to another.

Warm air from the passenger area is circulated through the evaporator's

coils and fins when the air conditioning system is activated. The thermostatic

expansion valve or orifice tube delivers low-pressure, cold atomized refrigerant to

the evaporator. Heat is transferred from the warm air into the cooler refrigerant as

the cold refrigerant flows through the evaporator coil—the liquid refrigerant

changes from a low-pressure liquid to a low-pressure vapor after it has applied

enough heat. To maintain optimal heat transfer, the thermostatic expansion valve

or orifice tube continuously measures the necessary refrigerant. This assures that

all liquid refrigerants will have converted to vapor by the time it reaches the

evaporator outlet.

Figure 4. Evaporator Diagram

The refrigerant either boils in a shell around submerged tubes through

which the fluid to be cooled is moving, or it boils as it travels through a pipe,

tube, or other types of space, soaking every internal surface continually.

Depending on the refrigerant used and the evaporator, various techniques are

employed, but iron, steel, and copper are most frequently used (Shrestha, 2020).

2.1.5 Bare Tube Evaporators

The simplest type of evaporator is a bare tube evaporator. Steel or copper

pipes are used to construct the bare tube evaporators. Small evaporators that

utilize a refrigerant other than ammonia are fitted with copper tubing, whereas

large evaporators that use ammonia as the refrigerant are fitted with steel pipes.
The bare tube evaporator consists of several twists of tubing, although the most

typical shapes are flat zigzag and oval trombone. The bare tube evaporators are

typically employed to chill liquids. The ambient air passes over the bare tube

evaporator during blast cooling and freezing operations, leaving cooled air behind

that is used for cooling. These evaporators are used in home refrigerators and

freezers rather than large cooling demands in commercial applications.

For these reasons, the researcher will utilize a bare tube evaporator as the

entire study aims to produce three kilograms of ice under two hours. The capacity

of refrigeration training unit to turn water into ice will determine that the whole

system has successfully performed its purpose.

2.1.5 Capillary Tube

Most home and small business applications that encounter relatively

constant heat loads on their evaporators use capillary tube metering equipment.

Manufacturers use capillary tubes because they are easy to use and inexpensive.

Additionally, most capillary tube-based metering systems do not need high-side

receivers, which results in further cost reductions.

Between the condenser and the evaporator is a long, fixed-length tube with

a minimal diameter known as a capillary tube. The refrigerant is metered through

the capillary tube through the condenser to the evaporator. As refrigerant runs

through it, fluid friction and pressure decrease due to its long length and small
diameter. A part of the subcooled liquid may flash when it passes down the

capillary tube from the bottom of the condenser as a result of these pressure

drops. At multiple locations along the capillary tube, these pressure dips cause the

liquid to drop below the saturation pressure for its temperature. This flashing

results from the liquid expanding due to a pressure drop.

To promote better system performance, if liquid flashing does happen, it is

preferable to keep the flashing as close to the evaporator as feasible. Less liquid

will flash through the capillary tube the more the liquid entering the condenser is

subcooled. To increase the subcooling effect and prevent liquid flashing in the

capillary tube, capillary tubes are frequently twisted, run inside, or soldered to

suction lines. The capillary tube assists in maintaining the required pressure

difference for proper system performance by limiting and metering the liquid flow

to the evaporator.

Since the capillary tube is not adjustable, it cannot be used to regulate the

flow of refrigerant, unlike an automatic throttling valve. As a result, the flow of

the refrigerant through the capillary alters in response to changes in the

environment. For instance, the refrigerant flows through the capillary changes

when the high ambient pressure causes the condenser pressure to rise and the low

refrigeration load causes the evaporator pressure to fall. As a result, the capillary

tube is made for a particular environment. However, if it is chosen correctly, it

can function well under a variety of circumstances.

2.2 Research Literature

The following studies are utilized in developing the concept for this research.

These were researched to gather enough information in understanding the research topic.

The existing studies and research serve as guides in the design and analysis of the project.

2.2.1 Refrigeration Cycle Educational Training Unit Development (M.

Shehadi, 2020)

Students earning an associate, bachelor's, or technical certificate in

mechanical engineering technology must have sufficient hands-on experience

with refrigeration cycle operation, troubleshooting, analysis, and optimization. In

this study, a refrigeration trainer unit was developed to help students in the

mechanical engineering technology program utilize thermodynamic relationships

and heat transfer principles in an active learning environment. Compared to

commercially available equivalent models, the developed unit will be a helpful

tool for educators because it provides a similar instructional unit of a refrigeration

system. The researchers of this study used thermodynamics and heat transfer

principles to analyze cycle efficiency, compressor power, and temperature rise

and drop throughout the evaporator, condenser, compressor, and throttling valve.

This paper offers a tool that can be utilized in various courses, including heat

transfer, heat and power, thermodynamics, refrigeration and air conditioning, and

fluid mechanics. Experimental design and evaluation of technical concepts in a

lab-oriented class is an effective strategy utilized in technical applications,

research, and development.

2.2.2 Performance of a finned-tube evaporator optimized for different

refrigerants and its effect on system efficiency (A. Domanski, D. Yashar, M.

Kim, 2005)

This paper compares R600a, R290, R134a, R22, R410A, and R32 in an

optimized finned-tube type evaporator and investigates the evaporator impacts on

the system coefficient of performance (COP). A non-Darwinian evolutionary

scheme was utilized to optimize evaporator circuitry for each refrigerant and then

simulated the optimized evaporators. High-pressure refrigerants outperformed

low-pressure refrigerants in terms of evaporator capacity. For a 7.0 °C evaporator

exit saturation temperature and using R22 as a reference, R32, R410A, and R290

had higher capacities by 14.5, 10.7, and 6.0%, respectively. In comparison, R134a

and R690a had lower capacities by 5.2 and 9.5%, Comparable theoretical

evaluations of refrigerants in a vapor compression cycle based solely on

thermodynamic properties tend to produce a higher COP for low-pressure

refrigerants (with a high critical temperature) versus high-pressure refrigerants.

This is due to smaller irreversibility recognized in a cycle at specified evaporating

and condensing temperatures when it operates away from the critical point of the

refrigerant.

2.2.3 Design and Optimization of Fin Tube Evaporator by Varying Different

Parameters (B. Guduri, B. Jogarao, 2015)

 In a refrigeration system, an evaporator allows a compressed cooling

chemical, such as Freon or R-22, to evaporate from liquid to gas. In this study,

various shapes of fins in a fin tube evaporator are represented using a 3D

modeling software Pro/Engineer. The fins considered are rectangular, circular,

and internal finned, and the analysis is performed using fluids R134a, R22, and

R410 on all models.

Through the analysis performed in this research, rectangular fins have a

higher heat transfer coefficient, heat transfer rate, and mass flow rate. In

comparison, circular fins have a higher heat transfer coefficient and pressure. In

fluids, R134 has a higher heat transfer rate and mass flow rate, R410 has a higher

heat transfer coefficient, and R22 has a higher outlet pressure. Finally, the thermal

analysis results show rectangular fins have a higher heat flux than circular and

internal fins. R134 has a higher heat flux than R22 or R140. Therefore, using

rectangular fins and R134 is preferable.

2.2.4 Study and Analysis for the improvement of Heat Transfer Rate of AC

Evaporator by Optimizing Materials (K. Srinivasan, 2020)

In this study, the various types of fins in a fin tube evaporator are

simulated in the 3D modeling software version. Both circular and rectangular fins

are taken into consideration. Through ANSYS's CFD study, the mass flow rate

and heat transfer rate are evaluated. Other requirements must also be met while

choosing the tube for the evaporator. It must be affordable, strong, hard to

oxidize, simple to connect with other sections of such tubes, and durable. CFD
analysis is performed on all models by altering fluids R407c, R404a, and R22a.

According to the CFD analysis results, the circular fin has a higher heat transfer

coefficient, heat transfer rate, and mass flow rate. Circular fins have a higher heat

transfer coefficient and pressure. When such fluids are compared, the heat transfer

rate, mass flow rate, and heat transfer coefficient are higher for R22a, and the

outlet pressure is higher for 407c. When the thermal analysis findings are

compared, the heat flux is higher for circular fins than rectangular fins. Heat flux

is greater in R22a than in R407c and R404a. Circular fins and R22a are hence

preferable. As a result, it is concluded that aluminum is the preferred material for

the fin tube evaporator. 

2.2.5 The Effect of the Capillary Tube Coil Number on the Refrigeration

System Performance (Thamir K. Salim, 2012)

In this study, the performance of (R134a) capillary tubes is experimentally

tested. An actual vapor compression refrigeration system is used as an

experimental setup. Overall refrigeration system parameters are measured for

varied mass flow rates ranging from (13 - 23 kg/hr) and capillary tube coil

number (0-4) with specified length (150 cm) and capillary diameter (2.5mm).

Theoretical compression power increases by (65.8%) as condenser temperature

rises by (2.71%), whereas theoretical compression power drops by (10.3%) when

the capillary tube coil number rises. According to the analysis, cooling capacity

improves by (65.3%) as the evaporator temperature goes up by (8.4%), and

cooling capacity increases by (1.6%) as the capillary tube coil number increases
in the range (of 0-4). As the mass flow rate rises by (76.9%), the coefficient of

performance reduces by (43.4%); whereas, the coefficient of performance

increases by (13.51%) as the capillary tube coil number grows in the range (0-4).

According to the findings of this research, the best coil number in a refrigeration

cycle at the lowest mass flow rate (31 Kg/hr) and the greatest mass flow rate (23

Kg/hr) is (coil number = 4), which offers the most efficient productivity, cooling

capacity, and theoretical compression power.

2.2.6 Performance Investigation of a Domestic Freezer with Micro-Bare-

Tube Evaporators (W. Zhoua, et. al, 2020)

In this study, a household freezer equipped with a micro-bare-tube

evaporator is simulated using a model, and preliminary experimental testing

findings are shown. A centrifugal fan and micro-bare-tube evaporator were added

to the freezer for quick chilling. Prior to the freezer being adapted, the

performance of the commercial freezer was examined. Experimental testing of the

"I-shape" and "N-shape" evaporator freezers was conducted. IEC 62552:2015,

which specifies characteristics for domestic refrigeration appliances, was used to

test the modified freezer at a temperature of 32 °C dry-bulb. Twenty-eight grams

of R600a refrigerant were charged into the system. Until it reached its coldest

temperature, the freezer was continuously run. The results show that the "N-

shape" evaporator could achieve a freezer cell's lowest temperature of -25 °C, and

the modified system took 140 minutes to cool down. The micro-bare-tube

evaporator could save 77% of the copper material and 88% of the void volume for
the freezer evaporator. Additionally, the air-cooled freezer with a micro-bare-tube

evaporator might resolve the issue of refrigerators and freezers not defrosting

properly.

2.2.7 An Experimental Study of the Effect of Capillary tube in Different

Length and Different Configuration on the Performance of Simple Vapour

Compression Refrigeration System (M. Telang, Prof. P. Walke, 2019)

The experimental study was performed on capillary tubes of various

lengths (3 feet, 3.5 feet, and 4 feet). Each test section was studied with three

distinct configurations, namely helical coiled, straight coiled, and serpentine

coiled. Each test section's diameter was kept constant at 0.036 inch. The effect of

configuration and capillary tube length differences on overall system performance

was investigated. The experimental study involved careful observation and

analysis of the readings and values obtained, and the following conclusions were

reached:

 For each test segment, helical coiled capillary tubes have the lowest mass

flow rate of the refrigerant and straight capillary tubes have the highest.

 For each test segment, the amount of refrigeration produced is highest for

helical coiled capillary tubes and lowest for straight capillary tubes.

 It was discovered that when system load increased, compressor work

decreased.

 Straight coiled capillary tubes take up the most space, while helical coiled

capillary tubes take up the least. The helical coiled capillary tubes are
 therefore the ideal substitute for home refrigeration systems.

 The performance of the system is not significantly affected by the

serpentine coiled capillary tubes, and it is comparable to that of the

straight and helical coiled capillary tubes when using serpentine coiled

capillary tubes.

 When the tube's capillary length is expanded, the COP rises.

2.2.8 Guidelines for the Use of Copper Alloys in Seawater (A.H. Tuthill,

2017)

This publication contains guidelines that will help engineers assess the

effects of the environment on the performance of copper alloys. The resistance to

the velocity of copper alloys varies considerably. It does have an inherent

resistance to biofouling, which contributes significantly to its effectiveness as

condenser tubing. Although copper alloys may generally be connected without

significantly accelerating galvanic corrosion, giving close attention to galvanic

effects will significantly improve performance.

Copper alloys are highly resistant to seizing and galling under impact and

rotating loads. Copper alloys are also resistant to occasional excursions into

contaminated waters, but they should not be exposed to contaminated, sulfide-

bearing waters regularly or continuously.

2.2.9 Development of a Chest Freezer – Optimum Design of an Evaporator

Coil (K. Kalyani Radha, S. Naga Sarada, K. Rajagopal, 2012)

In this study, the researchers investigate various loads and design factors

for designing a chest freezer employing R134a as the working fluid. The

development of storage periods in terms of steady state and cyclic performance by

optimizing the quantity of refrigerant charge, with strict adherence to the

standards and requirement for maintaining an internal temperature of -23 °C at 43

°C ambient, is investigated through the development of experimental designs of

an evaporator coil, condenser coil, and capillary tube.

The experimental setup is designed following the load calculation,

equipment selection, and optimization for a 400 L chest freezer. The process

begins with selecting a compressor based on the load estimate, the optimal design

of other equipment such as the evaporator coil, capillary tube, and condenser coil,

and the optimization of the refrigerant charge quantity to survive break-down

conditions.

The refrigeration system for a freezer is designed with strict standards to

ensure that the system's quality and flexibility are not compromised. The system

is intended for maximum efficiency at a low cost; effective equipment design

results in energy savings, which lowers operating expenses. The overall system

performance can be improved by removing dust particles or impurities. The

freezer placement is also essential in lowering the load on the system—the greater

the temperature exposure, the bigger the capacity and power requirements.
2.3 Relevance to the Study

Through the aforementioned conceptual and research literature, capillary

tube and bare tube evaporator will be designed as a component for the

Refrigeration Training Unit. The evaporator will undergo the process called vapor

compression cycle wherein it cools the refrigerant making it capable to absorb

heat. There are different types of evaporators available in the market but a Bare

Tube Evaporator will be utilized in this study as it will be used to cool a brine

tank. The selected refrigerant is R134a therefore the proponents intend to design

an evaporator suitable for this kind of operations. The objectives of the study will

be implemented through the aid of the experiment and methodologies derived

from the related studies. The researcher plans to design the capillary tube and bare

tube evaporator suitable for installment on a Refrigeration Training Unit.

Chapter 3

RESEARCH METHODOLOGY
 This chapter presents the procedures on how the project was completed through
the research and designing phase, the construction and development phase, and the
testing and evaluation procedure of the project.

3.1 Conceptual Framework

Figure 1. Design Thinking Model of Design and Development of Capillary Tube and

Bare Tube Evaporator of a Refrigeration Training Unit for Technological University of

the Philippines - Cavite

Design thinking is a formal method of solution-focused thinking. Through the

data gathered from the related literature and studies, the researcher intends to adapt this
model with a focus on the design and development of capillary tube and bare tube

evaporator of a Refrigeration Training Unit. Figure 1 shows the Design Thinking Model

for the design and development of capillary tube and bare tube evaporator

3.2 Project Design

Figure 6. Initial Design of Bare Tube Evaporator

The initial design of Bare Tube Evaporator is modeled through the help of 3D

design software SolidWorks. The material used in the evaporator is based through the

related literature and studies researched in this study. The primary surface, tubes, is made

out of copper due to its excellent thermal conductivity and ductility. Particularly, the

evaporator coils will be made up of Type L (ASTM B75) phosphorus-deoxidized copper

(Cu-DHP) C12200 tubes.

3.2.1 Design Requirements

 For the design specifications for the evaporator as required by the development

of the refrigeration training unit, the evaporator must be able to completely convert the

liquid-vapor refrigerant mixture provided by the expansion valve to a saturated vapor

state. Before the design process, the refrigerating capacity of the refrigeration system was

established by the researchers. As the researchers have decided to utilize a secondary

brine cooling system, the rate in which heat transfer occurs from the cooling load must be

stated. The refrigeration training unit is to be designed to produce 3 kg of ice in 2 hours.

The training unit will utilize regular tap water at room temperature (25 ℃ ) and transform

it to ice at -5℃ . The required heat rejection rate of the evaporator will be 0.18675 kW or

637.18 BTU/hr.

3.1.2 Design Specifications and Dimensions

The evaporator will have a bare-tube coil design. Due to the corrosive nature of

the secondary brine cooling system, the evaporator coils will be made up of Type L

(ASTM B75) phosphorus-deoxidized copper (Cu-DHP) C12200 tubes. The evaporator

coils will be designed to be completely submerged inside the brine tank to eliminate the

necessity of an additional brine water pump. For the size of the copper tubing, the

researchers consulted safety standards included in ASME B31.5 Refrigeration Piping and

Heat Transfer Components (2013). The ideal operating conditions of the system reveal

that the operating pressure of the evaporator will be 0.2433 MPa. For a safety design

factor of 1.5, the internal design gauge pressure of the evaporator will be 0.37 MPa.

Furthermore, the design temperature will be -5 ℃(23℉ ).

 The design pipe thickness will be verified using the procedures specified by ASME

B31.5. The procedure is summarized by:

P Do
t=
2S

The calculated design pipe thickness is 0.001677 inches. Therefore, a Type L Copper

Tube with 0.030 inches of wall thickness would suffice. The design specifications of the

straight sections of the evaporator piping is summarized at Table 1.

Table 1. Evaporator Coil Piping Design

Parameter Value Unit
Internal Design Pressure 0.37 MPa
Design Temperature -5 ℃

Pipe Wall Thickness 0.030 inches

Nominal Tube Size ¼ inches
Outside Diameter (inches) 0.375 inches
Outside Diameter (mm) 9.525 mm

Furthermore, a capillary-tube expansion valve will be designed to induce a

reduction of pressure from 1.16 MPa to 0.2433 MPa. Design considerations will be made

to make sure that the capillary tube will have an adiabatic process in reducing the

pressure of the refrigerant.

For the design of the capillary tubes, the designers will take a design factor of 1.5

for the maximum operating pressure of the component. As capillary tubes come in

specific sizes on the market, the design of the expansion device will be mainly on

manipulating its length. The capillary tube size will depend on the strength of the
material to be used under internal pressure. The design thickness of the capillary tube will

be sourced from the aforementioned equation from ASME B31.5. Under a design

pressure of 1.74 MPa, the design thickness of the capillary tube will be 0.00203 inches.

According to this, a TC-64 capillary tube with a wall thickness of 0.023622 inches or 0.6

mm would suffice.

Table 2. Capillary Tube Design

Parameter Value Unit
Internal Design Pressure 1.74 MPa
Pipe Wall Thickness 0.0305 in
Inside Diameter 0.064 in
Outside Diameter 0.125 in
Size Designation TC-64

3.3 Project Development

The design and analysis of bare-tube evaporator is conducted due to its crucial

role in the Refrigeration Training Unit for Technological University of the Philippines –

Cavite. Relevant articles and studies is acquired to serve as basis and guidelines in

creating the heat exchanger. Designing, calculations and canvassing is accomplished in

order to determine the feasibility of this study. After the preliminary designs, simulation
will be done in order to test if the evaporator design will perform its intended purpose.

Upon successful simulation, there will be assembly of evaporator and refrigeration trainer

in order to test the actual performance. Modifications will be done if the system requires

it and the system will undergo final operation and testing wherein data will be gathered

for further analyzation. Figure 7 shows a flow chart about how this study was developed.
Figure 7. Project Development Flow Chart
3.4 Operation and Testing Procedure

The evaporator is one of the basic components of a refrigeration system. For it to

perform its purpose, an assembly with other components will be needed to determine its

actual performance. Due to this limitation, a simulation software will be utilized to

determine its intended performance. In order to better understand operational and

mechanical systems, modeling and simulation approaches are becoming a crucial part of

research methodology. By presenting such a modeling and simulation approach, the gap

between the modelling and development will be addressed.

The proposed design of bare-tube evaporator will be modeled in the SolidWorks

software as it contains the adequate tools in designing a heat exchanger and it has

template components that could be modified to ease the design process. There are several

simulation software being offered in the market and Autodesk CFD is one of the leading

applications in terms of Computational Fluid Dynamics (CFD). CFD is the analysis of

fluid flow using numerical solution methods wherein complex problems can be simulated

saving the researchers time for the design process. It is also cheaper and faster in terms of

conventional testing for data acquisition. The 3D model will be designed using

SolidWorks and the file will be imported to Autodesk CFD for analyzation.

CFD enables the evaluation of pressure, velocity and temperature of a fluid flow

enabling the designers to optimized the prototype before actually constructing it. Once

the 3D model has been imported to Autodesk CFD, Thermal analysis will be done across

the continuous fin and interrupted fin wherein the Nodal Temperature and Heat Flux will

be acquired. CFD analysis will also be carried out across the tube and the data will be

tabulated with the parameters, Pressure, Temperature, Mass flow rate, Heat Transfer and
Heat Transfer Coefficient. The resulting data will be analyzed if it achieved the desired

specification for the whole Refrigeration Training Unit. If the outputs underperformed or

overperformed, adjustments will be done through SolidWorks and another CFD

simulation will be carried out until the desired performance is acquired.

3.5 Evaluation Procedure

The researchers will take three approaches in determining the performance

parameters of the bare-tube evaporator. These three approaches will be simulation

modelling, theoretical modelling, and actual testing. The researchers will then compare

the results of the three approaches to verify the validity of acquired data. Simulation

modelling will involve an analytical simulation of thermophysical parameters of the

evaporator. The researchers will utilize leading software that can create simulations using

Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD). The

researchers will utilize FEA to determine the working pressure of the bare-tube

evaporator. The maximum and minimum details of the pressure profile under normal and

severe conditions will be noted to give insight to the strength design of the component.

The pressure drops experienced by refrigerating medium will be analyzed using CFD.

Pressure contours of the evaporator tubes will be examined from inlet to outlet. CFD will

become an aide for the researchers to examine the pressure drop experienced by the

refrigerant medium during operating conditions. Furthermore, CFD will be used to

determine the thermal effectiveness and overall heat transfer coefficient of the bare-tube

evaporator. CFD analysis will also be used to determine the heat flux and temperature
distribution throughout the designed bare-tube evaporator. This will help on the endeavor

of testing the strength of materials for the heat exchanger.

In theoretical modelling, the researchers will utilize correlations and mathematical

expressions as established by different researchers on related studies. The thermophysical

parameters to be solved are those required with the research’s objectives. The overall heat

transfer coefficient, heat exchanger pressure losses, and evaporator thermal effectiveness

will all be predicted using theoretical correlations from heat exchanger design references.

The researchers will utilize a ε −NTU approach in determining the theoretical

overall heat transfer coefficient of the bare-tube heat exchanger. This method is the most

utilized for predicting the overall heat transfer coefficient of crossflow bare-tube heat

exchangers (Blecich, 2019). The characteristics of the bare-tube heat exchanger is broken

down into three dimensionless variables: the thermal effectiveness ( ε ), heat capacity rate

ratio, and number of transfer units (NTU). In this approach the thermal effectiveness of

the given heat exchanger can be predicted as a function of NTU and heat capacity rate

Cmin
ratio . For heat exchangers with a crossflow fluid arrangement, the mathematical
Cmax

expression that relates thermal effectiveness, heat capacity rate ratio and number of

transfer units is described by:

{ ( )
}
Cmin
NT U 0.22 [exp −NT U 0.78 ∙ −1]
Cmax
ε =1−exp
C min
C max
 The ε −NTU approach involves finding the heat capacity rate ratio by relating the

heat capacity and mass flowrates of the two fluids involved in heat exchanging. The

number of thermal units (NTU) can be solved by:

UA
NTU =
Cmin

The product of overall heat transfer coefficient (U) and total heat transfer area (A)

can be derived from the equation:

1
=
1
+
ln
+
( )
do
di 1
UA (ηhA)a 2 π ( kLN )t ( hA ) f

The air-side surface efficiency (η a) of the heat exchanger can be approximated by

the methods established by Schmidt (1949). Wang et al. (2000) established methods in

determining the air-side heat transfer coefficient (h a) in relation with the Colburn j factor.

Gnielinski et al. (1976) established methodologies to determine the refrigerant-side heat

transfer coefficient.

Furthermore, for determining the pressure drops of the system. The procedures

established by ASHRAE will be used by the researchers. The methodology was sourced

from the ASHRAE Refrigeration Handbook (2018). This methodology converts the

pressure drops from friction losses due to pipe bends and fittings to equivalent lengths of

pipe. In addition, pressure drops approximation methods proposed in Refrigerant Piping

Design Guide by Daikin (2011).

For the actual testing of the bar tube evaporator, the testing procedures will be

modeled with the standard testing procedure that can be found at ANSI/ASHRAE
Standard 23-2005, Methods of Testing for Rating Positive Displacement Refrigerant

Compressors and Condensing Units. Existing testing procedures will be utilized to find

out the overall heat transfer coefficient, pressure drop and thermal effectiveness of the

designed bare-tube evaporator.

3.5 Evaluation Criteria

Statistical tools will be used to infer the validity and credibility of design

parameters set by the researchers of the study. The proponents will be using a descriptive

test to compare the results of the evaluation methodologies. Furthermore, the researchers

will adapt the Technological University of the Philippines-Cavite evaluation criteria for

prototypes to evaluate the design of the evaporator in terms of functionality,

effectiveness, design, and efficiency.

3.6 Instruments and Techniques Used

The proponents of the study will utilize a CFD software called Autodesk CFD for

evaluating the performance of the designed bare-tube evaporator. Autodesk CFD is a

computer software that is capable of running computational fluid dynamics simulations to

predict the behavior of fluids under preset conditions. It will be used to determine overall

heat transfer coefficient and pressure losses. Furthermore, barometers and thermometers

will be required during the actual testing of the bare-tube evaporator. The component will

be tested if it performed as what was required by the design specifications of the

refrigeration training unit. Any additional instruments and techniques used will be

modeled on the standard testing procedures provided by ANSI/ASHRAE 23-2005.

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