The Average Temperature Process (PAT) is modeled by an equation that is used to calculate the increase in energy needed for the refrigeration cycle, which is equivalent to the energy degradation that corresponds to the production of entropy. This work shows experimentally that the increase in entropy, taking into account the processes of heat transfer that occur in the condensation temperature and in the evaporation temperature between the mechanical vapor compression refrigeration system and the environment, is directly related to the falls of pressure presented in the suction pipe and in the compression process, as well as the heat losses that exist between the main components (evaporator, compressor, condenser and expansion throttling) and the environment. From this development, the behavior of the refrigeration cycle is evaluated in order to obtain a minimum entropy generation criterion in the main components. Analytical as well as experimental results are shown using R-134a refrigerant.
Online teaching and learning are an alternative paradigm to face-to-face education. It promotes the generation of knowledge through theoretical and methodological processes derived from the development of science and technology in the field of communication and information. With distance education, the teacher undertakes innovative strategies that promote meaningful learning. In this paradigm, the teacher as an educational subject is not excluded, on the contrary, it assumes a new role that transits towards the new culture of distance education based on the diversity of resources that the Web has. The most relevant challenges of this new paradigm are accessibility, personalized system, flexibility in study, and interactivity with better learning materials and resources.
The development and use of social networks in the teaching-learning process that students develop, makes it an important and almost essential tool in the educational process. This entails changes, of various absolutely inevitable characteristics when it comes to launching innovative proposals in the teaching of thermodynamics. Hence the training processes in universities demand new models of pedagogical strategy capable of responding to the needs of the new society. However, in practice, during the teaching process of thermodynamics, it has been detected that traditionalist teaching approaches are still assumed, which does not meet the expectations demanded by the new training models. The research carried out is aimed at studying the evaluation of the teaching-learning process in its formative and meaningful training, with the objective of promoting formative evaluation through the use of virtual training environments.
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