AIR CONDITIONING AND REFRIGERATION (HVACR)
COURSE SYLLABUS
1. COURSE DESCRIPTION
Students will be introduced to the field of Air Conditioning and Refrigeration, (also referred to as HVACR).
Topics to be covered in the course will include an overview of the refrigeration industry; customer relations;
materials and their use as they relate to HVACR; safety; tools and equipment; theory of refrigeration;
electricity; domestic and light commercial refrigeration application; room air conditioning; central air
conditioning; brazing and soldering; piping; and job seeking skills.
2. INSTRUCTIONAL PHILOSOPHY
Students will be expected to meet all of the course requirements as listed and be able to demonstrate their
understanding of the concepts. The instruction will be a combination of individual and team activities, with
emphasis on “hands on” in the laboratory. The student will be required to keep a current portfolio of their
accomplishments as part of the course grade. Use of textbooks will be required for the purpose of theory
training and written assignments. Assignments will require the student to draw upon academic skills in
mathematics, science, and language arts.
Student assessment will be based upon group work, individual completion of project journals, portfolios,
oral presentations, hands on projects, written reports, formal tests, and review quizzes. Students will be
expected to complete homework assignments when given and will be required to complete all course
requirements at the level specified by Caddo Parish School System for a passing grade and course credit.
3. COURSE GOALS
After completion of the course the student will be able to demonstrate competency in the following areas as
set by our state curriculum guide:
a. Safety and environmental practices
b. Electrical principles
c. Refrigeration principles and practices
d. Air conditioning principles
e. Heating principles
f. Heat pumps
g. Tool usage
1. Hand tools
2. Specialized industry tools
h. Piping principles (metal and plastic)
1. Brazing and alloys
2. Fittings
i. Employment- seeking skills
1. Functional career portfolio
2. Job shadowing
3. Work-based learning
4. MAJOR COURSE PROJECTS
a. Using a piping schematic, the student will construct a typical piping project
b. Using a wiring schematic, the student will assemble a wiring board representing a working HVACR
cooling and heating control circuit.
c. Using the proper tools and safety practices, the student will demonstrate proper diagnosis and repair of
HVACR equipment as assigned.
1. Facsimile Trainers
2. “Live” shop work
d. Complete a portfolio based on the Skills USA model; that will reflect the skills, accomplishments, and
achievements of that student.
5. CAPSTONE PROJECT (final course project)
Each student will select a final course “Capstone” project from a list of options supplied by the instructor.
Project Options:
1. Calculate heat load and equipment requirements using the necessary blue prints for a residential
dwelling.
2. Calculate, design and demonstrate the necessary ductwork for a residential dwelling using
appropriate diagrams and blue prints.
3. Using the assigned “hands-on” trainers, the student(s) will demonstrate the ability to correctly
install, test and explain the project.
a. Electric Furnace
b. Gas Furnace
c. Heat-pump
d. Cooling system (a/c)
Other Requirements:
The project will include a written research paper; records log listing steps or timeline of the project, and an
oral presentation to the class and/or industry/school representatives. At the teacher’s discretion, the project
might be a team effort or an individual assignment; however each student will be responsible for a written
and oral presentation regardless of which type is selected.
Objective
Each student will demonstrate comprehension of the safety and technical expertise needed to successfully
complete the assignment.
Evaluation
The finished project will be evaluated as follows:
Written report…………………….15%*
Oral presentation…………………15%*
Assignment deadline met………....40%
Overall appearance……………….30%
* Information must be accurate
INSTRUCTIONAL DELIVERY PLAN
The teacher will introduce the guidelines and examples of completed projects to the students. The teacher
also asks the students to describe or name other examples of projects or HVACR applications that might be
considered as possible projects. The teacher distributes the course syllabus and list of project options.
The teacher discusses, demonstrates, and outlines safety procedures regarding tool usage, laboratory
activities, and other project procedures. The teacher outlines the operational procedures for the class,
including both individual and team assignments. The projects are designed to allow each student to learn
each step and learn all of the academic and technical information for that step of the project. The grading
and evaluation system is introduced at the beginning of the course to advise students of the standards they
will be expected to meet to pass the course and achieve better grades.
Class operation
The teacher provides direction and manages the class but gives students as much responsibility as possible
for planning, designing, and doing research necessary to complete the project. The teacher will lecture and
demonstrate particular concepts. The teacher will also provide and instruct the student on any parameters
for student performances that are deemed feasible. The project(s) will require the students to use resources
such as technical manuals, journals, magazines, computer simulations, business partners/counsel members,
and other teachers—particularly academic teachers (mathematics, science, and language arts.) The students
will maintain logs and time-lines to document progress and the teacher will monitor these.
Monitoring, evaluating and grading performance:
Each student is required to assemble a portfolio of knowledge and skills for future reference and reflection.
Several thought-provoking questions are included with each project to challenge the students to use the
previously acquired concepts of mathematics, science, technology and language arts. Key points are
emphasized through class discussions to test student understandings and to prevent gaps in overall progress.
Students will be called upon to explain selected concepts in class. The evaluation system used to measure
quality and quantity of student performance is clearly stated and explained in the beginning.
CCTC Home Learning Policy: See attachment
6. ASSESSMENT PLAN
Grade
Performance Standards
A
Independent Learner
Did research, designed and planned; applied academic skills; evaluated work and
made adjustments; did quality work; needed little help from the teacher; sought and
found resources independently; demonstrated knowledge with a grade of 90 or
higher; produced a quality career portfolio. Completed all Home Learning
assignments as instructed
B
Semi-Independent Learner
Did research, designed and planned; needed some help from the teacher; did quality
work with few flaws; needed feedback from the teacher to realize work did not meet
standards; re-did work to meet standards; demonstrated knowledge with a grade of
80 or higher. Produced a better than average career portfolio. Completed at least
80% of Home Learning assignments.
C
Dependent Learner
Needed help to research, design and plan or had to be given procedures for
performing tasks; required significant help to produce a quality product; final
product still did not meet standards; demonstrated knowledge with a grade of 70 or
higher; produced an average career portfolio. Completed at least 70% of all Home
Learning assignments.
D
Unsatisfactory Learner
Did little or no research, turned in a very poor quality product. Demonstrated
Knowledge with a grade of 60 or above. Completed at least 60% of all Home
Learning Assignments.
F
Failure
Did not complete projects; if projects were completed, they were of such low quality
that they did not pass; failed to document procedures; did not show criteria for
determining procedures; did not show criteria for determining quality; scored less
than 60% on knowledge tests; produced a poor career portfolio or none at all.
Completed less than 60% of Home Learning assignments.
Student Evaluation
Students will be evaluated as follows:
Evaluation Criteria
Method of Evaluation
Percent
Daily Participation
Class behavior,
20
participation, lab work. Home Learning assignments.
Projects
Career portfolios, written, and oral
presentations, quality of finished product
.
25
Performance
Adequacy of competency performance
(manipulative, technical, academic,
and safety)
25
Tests
Daily and unit tests on related technical
and academic knowledge and practical
hands-on problems.
20
Final examination
Comprehensive knowledge (technical
and related academics) and application
of knowledge to a typical field-related
problem or project
10