Implementing Sustainability

Sustainable Design Lab MSc 1/2 - 2018/19

Prof. Muck Petzet Assistants Laura Magri and Irene Tassinari

Università Sustainable design / della Progettazione sostenibile Svizzera italiana Università della Svizzera italiana Accademia di architettura di Mendrisio

1 Section Implementing sustainability at AAM/USI The sustainable design LAB 2019/2020

Muck Petzet

This applied research was conceived and performed in the ‚pre corona‘ semester 2019/2020 with the students of the ‚sustainable design lab‘ at the AAM/USI. Today’s perspectives have shifted under the unprecedented pressure of a global pandemic: what we yesterday would not have thought A critical summary of to be possible - is now a reality: the nearly complete suspension of air travel, the re-erection of borders inside of Europe - or the prohibition of social gatherings and the freeze and standstill of the students research* our economies with massive consequences for the whole system. In our school: the switch to online lectures / online design studios and even an online diploma. Students and teachers working together from their homes all around the globe.

The virus with his infections has made global movements very visible - but also global dependencies: some stocks have crashed - some have soared, unemployment has jumped (especially in the US) - goods are piling up in the harbors, whole harvests have to be ploughed under because the supply chains cannot be adapted fast enough. Oil consumption has gone down drastically - resulting in ‚negative‘ prices for crude - and a massive storage problem. Pollution has gone down in the affected areas during lockdowns to levels that have not been measured for decades.

It is very understandable that the news landscape is focused on the development of the crisis and its human dramas - still, it is not understandable why there is hardly any serious discussion on how we could see this as an occasion to implement the necessary changes towards a more sustainable future. Changes which we have been talking about when we were under the impression of another crisis: the climate emergency.

It is revealing to compare the troublesome progress of this essential cause for our whole ecosystem during the last twenty years with what has been suddenly possible in the last two months by a tangible threat for public health. For sure there is a big difference for our politicians to implement painful but seemingly temporary measures as a reaction to a very real threat - in contrast to implementing the same - * the pink pages have been compiled by the Sustainable Design department of the Accademia or even weaker - measures as a precaution to an abstract threat - which di architettura di Mendrisio: Prof. Muck Petzet / Laura Magri / Irene Tassinari still nobody can really imagine. A threat that is very measurable and With support of Ing. Andrea Roscetti and Stefano Baggiolini real - but very slow compared to our hectic lives.

2 Sustainable Design Lab 2019/20 3 Introduction We will be - like the proverbial frogs - slowly cooked to our death without realizing the time when it would still be possible for us to jump out of the pot.

We should take the opportunity of our forced slow down to ask the right questions and draw the right conclusions: is growth really the only direction for our systems? Do we really want to return to business as usual - now that we have seen that we can live well without many of the wasteful conditions we were so used to? In this light the research undertaken by our students and the fundamental questions they have raised become even more important and valuable.

In the beginning of the semester - we had asked the students how to implement the ideas of a more sustainable behavior and practice in the everyday reality of the Mendrisio academy of Architecture. How could we as future architects achieve the most positive impact on our society and economy - while reducing the negative impact of our actions towards the environment?

The students turned into ‚researchers‘ to answer these questions, studying and analyzing the daily impacts that their and their teachers activities have on the environment.

As a method we were dealing with the heavy topics of mobility, economy, behavior or consumption in a light, subjective and innocent way. Collecting and evaluating data, making surveys, asking specialists and then proposing and discussing new ways of doing things inside the school. By focusing on our direct spheres of influence, discussing and negotiating responsibilities we have together just begun to learn how and where the necessary changes could be implemented.

This paper gives an unabridged and unedited view on the often surprising and radical proposals of the students for a change to procedures and conditions we were so very used to take for granted - just some months ago.

4 Sustainable Design Lab 2019/20 5 goals we share the conviction of many researchers, institutions, and governmental entities that it is an absolute necessity to halve CO2 footprints in the next ten years and be CO2 neutral in 2050 if we want to stand a chance in managing the worst effects of the climate emergency. Even this ‚minimum goal‘ means that there is a need for massive action and change. The nature of an architecture school will always result in a certain ‚exess‘ in the consumption of energy and resources - this means we will have to invent and access possibilities of compensation: Can our teaching be a way to compensate?

6 Sustainable Design Lab 2019/20 7 other schools learning by doing learning from other schools is an in this course, we have been exploring important step - we had exchange with the topic of sustainability by applying ETH on their mobility program. Their practical research and experimental sustainability report includes a wide approaches in the teaching process. range of topics:

1 RESEARCH This process - involving the creativity Research environment of the students - has resulted in an Research for sustainable development Knowledge transfer outcome that may not be considered 2 EDUCATION

Educational environment ‚scientific‘ by regular standards. But Education for sustainable development

3 CAMPUS it shows clearly that such a ‚bottom PEOPLE up‘ approach can lead to surprisingly Participation Employee retention and turnover Diversity realistic and promising results. Attractive employment conditions

ENVIRONMENT When the semester started few data Sustainable campus development Energy were available and simple, empirical Greenhouse gas emissions Mobility Paper consumption methods had to be developed and applied Recycling and waste Food by the students to model the processes GOVERNANCE AND FINANCE Finances and impacts of the school‘s footprint DIALOG Informing the interested public in terms of mobility, consumption, and Informing decision-makers teaching culture.

8 Sustainable Design Lab 2019/20 9 we need more data the biggest impact in our school, most of the data are the research of our students revealed missing to really evaluate and assess that in terms of sustainability the what are the most important measures biggest positive impact the school can to be taken. We see that other schools have on the planet is not to develop are - at least in this field - more and apply new procedures and avoidance advanced. We think more human resources strategies to reduce the immediate CO2 are necessary to collect data and make footprint (this is a must-do anyway) it available and visible. We need to but it is the potential of spreading, simply know how big the issue is - and through its teaching and its culture an who is contributing what... implemented awareness of the climate, social and economical emergency we are living in. The greatest potential is the opportunity of contributing to the education of hundreds of future architects, developers and consultants.

10 Sustainable Design Lab 2019/20 11 how to:

-implement a more sustainable mobility culture

-implement a more sustainable consumption culture

-implement a more sustainable model-making culture

-implement a change in the use of the building

12 Sustainable Design Lab 2019/20 13 implementing a more sustainable mobility culture

impact 168 Kg C02/FTE (Full Time Equivalent)* semester as part of their curriculum and producing about 130 CO2 tons each semester. Most of the students (about 80% goals halving the footprint until 2030 of the students live in Mendrisio during the semester) live within walking/biking distance from the school and use the car recommendations change of locations and general behaviour: only occasionally, in a range of about 30km from the school. Students interviewed stated that they use their cars mainly for - study / project locations that are transporting materials or goods since it is more practical and reachable by train / local transportation faster than using public transports. In order to reduce car- - introducing a carbon tax on negative impacts related emissions, on the one hand, the existing car-sharing and carbon credits for positive impacts service, as well as the cargo bike-sharing service connected - new virtual teaching formats to the Accademia, could be implemented and better advertised; - implementing new and advertise existing Anyway, because of the current journey’s length and frequency, sharing services (bike/car) mobility on daily basis does not seem to have a big impact on the overall emissions. responsibility administration, professors and staff goal / strategy / responsibility

status To achieve the necessary goal to half CO2 emissions by 2030, and since in the next future air travel will still produce As many architecture schools nowadays also the Academy generates GHG emissions and technical developments are still at the very substantial mobility flows because of its role and location: beginning, a change of travel behavior is necessary. Professors, staff and students are used to moving between the However, studying at the Accademia and more generally an school and their own environments, facing different travels architectural education means also traveling and discovering and means of transportation. The international ambition of the new places, by undertaking study trips during the semester, school results in the selection of teachers that come from other together with professors, assistants, and the other students. continents and far away countries and in the choice of traveling So, completely banning study trips is not a feasible option. with the students to regions and cities that are often reachable In order to reduce CO2 emissions in the mobility field, there only by plane. are namely other possible measures to embrace, without limiting didactical activities or penalizing teachers and students. analysis / data The first strategy regards atelier trips and consists of reducing or even abolishing air travel by partially or completely Mobility on the daily basis of the students seems not to be switching to rail transport. In doing so it might be necessary a substantial factor in the overall impact of mobility: here to better select and combine travel destinations and foresee a the ‚small town‘ condition of the Academy is an advantage: longer trip’s duration, but travel time could also be considered most students walk or bike during the semester. Based on and organized as didactical part of the excursion. During a this research and data collected by SOSTA, at the Academy, daytime journey, by organizing small student groups, the travel the highest emissions in the mobility field seem to be due to time could for example be used to deepen the course topic or to teaching/study-related air travel, undertaken both by staff and rework the excursion content. students. Regarding this aspect, there are two categories to be In addition to switching to train travels, using and organizing considered: virtual conferencing for lectures, conferences and other didactical purposes should also be adopted when possible. - Air travel by professors and staff: Currently many professors, Although, after a physical semester start where students and assistants and external guests, invited for courses, professor meet and get to know each other, it might be possible conferences, workshops, or even short lectures travel by plane to continue in a virtual mode before meeting again before the to the nearest airport, Milano Malpensa, to reach then the semester ends. Academy by train or car. According to the collected data, Finally, introducing an internal carbon tax like at ETH Zurich about 70% of the atelier professors coming from other European might also be an option for reducing the CO2 emission. The countries travel weekly or twice a month by plane or car, school could in this way raise funds that can be reinvested in producing about 37 CO2 tons each semester. sustainable programs and projects. * - Air travel by students: During the academic year 2019/2020 Our calculation is a hypothesis, based on the few available data and self- made estimations, of the emissions produced during Winter Semester 2019 by the about 80% of the atelier trips were organized by plane. This design Studios. Our calculation includes emissions generated by the movement of means about 400 students traveling by plane one time per professors and assistants and mobility generated by study trips.

14 Sustainable Design Lab 2019/20 15 implementing a more sustainable mobility culture implementing a more sustainable consumption culture

impact no data available at the moment common way to get and drink water and other beverages. About 200 bottles are purchased every day at vending machines installed goal more sustainable food and beverages around the campus, which means about 1,5 tons of PET plastic and sufficient behaviour of the users per academic year (10 months). Refrigerated vending machines operate 24 hours per day, seven days a week, consuming 2.500 to recommendations - ban of one-way packaged food and beverages 4.400 kilowatt-hours (kWh) of energy per year, leading to an - replacement of existing vending machines increase of the overall energy consumption at the Academy. In - change of menu in ‚la Vignetta‘ addition to that, different devices have to be considered in - providing more and better equipped spaces relation to electricity and material consumption: computers, for students and teachers to prepare food printers, plotters, model-making machines. Even though in some - creating awareness on the users cases the school already started some initiatives, such as the introduction of recycled A3/A4 paper for its printers, still a responsibility administration, professors and students lot of paper is being printed/plotted without thinking about its impact on the environment. In the last year, about 88 km of paper have been plotted (at the Academy) and about 3,5 millions status / impact of paper sheets have been printed (in the entire USI campus).

Generally speaking, consumption affects many different fields goal / strategy / responsibility and resources; it is related to the present economy but also to human behavior and individual choices. During the semester and in Implementing sustainability in this field means acting this chapter we focused mainly on the consumption of resources simultaneously at different levels and with different that are directly present at the Academy: energy, food, water, strategies. On the one side, the overall strategy should focus various materials. In fact, the school with its staff members on shifting the offer to more sustainable resources, on the and 800 students has quite an impact also in the consumption of other side on increasing the user’s awareness with the result of resources. Since both students and professors spend a lot of time more sustainable behavior. at the school there is the necessity to fulfill all basic needs In relation to food and beverages, consumption of the school such as every-day eating and drinking, but also school-related should ban the sale of pre-packaged and ultra-processed food, equipment and needs. improve the sale of homemade food, and, last but not least, offer the students a comfortable and well-equipped space for analysis / data cooking and eating together. Furthermore, the Vignetta should switch completely to a vegetarian diet (or at least meat This research concentrated on the analysis of consumption patterns reduced) based on seasonal, regional, fair trade products. By as well as the analysis of waste products. banning also PET bottles and vending machines, the Academy could Regarding food consumption, both students and teaching staff drastically reduce the consumption of plastic products. In have at least one meal per day at the school, either at Vignetta the meantime, a sustainable alternative has to be established restaurant or as take-away from other services around. Though and sufficiently advertised within the Accademia community. In both solutions allow some time-saving in comparison to home- order to avoid the overflow of packaging the school could sell made cooking, they also have limitations in terms of sustainable refill bottles and reusable food boxes, to be filled with fresh, consumption. In fact, the meals prepared at Vignetta, even if handmade products, and in doing so support the local economy. partially tapping into local products, consist mainly in meat- In relation to electric energy and material consumption, a based dishes, at least 3 out of 4 every day. In the case of take- switch towards sustainability should include regular monitoring away, consumption requires instead extra packaging, which is often of consumption and user behavior, an implementation where not recyclable. In addition to that, at the school, it is also necessary through settings standardization, information on the possible to purchase pre-packed food and ultra-processed food, use of machines, introduction courses. In addition to that, mainly at vending machines scattered around or even at the school waste material should be considered not as scrap material restaurant. Studying architecture often means spending time on but instead as potential, as a resource. In this way - since the campus, staying there late, and having one’s meal there with they are not completely avoidable - paper rests, packaging, other students. It emerged from this survey that at the school PET bottles, and so on could be recycled into precious model- there are no designated spaces for cooking and eating with other material. students, which could instead have a positive effect on nutrition and consumption. Regarding the beverages, the school already installed some - free of charge - water dispensers, but PET bottles are still the most

16 Sustainable Design Lab 2019/20 17 Implementing a more sustainable consumption culture implementing a more sustainable model-making culture making, made even more visible what is usually invisible. The urgency in a shift towards a more conscious use of the models should be a shared feeling among students and the faculty members and could lead to a multi-layered approach, based on the so-called waste-pyramid, where different levels of interventions impact 875 m3 of unrecyclable waste / year * can take place at the same time; from reducing the number of built models to changing the typology of used materials, goal creating a circular material system facilitating the process of recycling. of avoidance, reuse and an-site recycling Reducing the number of models would be the best thing - but recommendations - avoidance of composite materials questions the very foundations of the teaching at the Academy. - use of recyclable materials Still, it is worth questioning some ‚automatisms‘ that lead to - use of recycled materials / left overs the massive output of unrecyclable waste we see at the school. - use of new technologies like 3D printing Promoting group work or working on the same site and sharing - introducing polluter liability site models could be feasible.

responsibility professors, assistants, administration Reducing the use of new materials, implementing the use of discarded models or model parts and leftovers could be realized through the exchange of information between students, using status / impact new platforms and hardware like the OSA library or an official app. Reusing waste produced during the process of model-making The making of models is a school-specific activity that results and making it available again is a strategy that already exists in extensive material and energy flow - ending in a massive and can be implemented supporting the efforts of the students flow of waste. On the other hand, it is an activity that seems association. crucial in the process of creating and designing architecture. The Academy of architecture is well-known for the impressive Reducing waste while building models more efficiently and models its students make in the design studios. Landscape models creating models that are easily recyclable or even reusable with level curves made out of cardboard, architecture models should be part of the model making courses leading the students in painted wood, cast concrete, or translucent wax are often towards a more conscious approach. Precycling would be a visible when walking along the ateliers inside the school. strategy put into practice during the phase of conceiving the Since its foundation, the Academy addressed itself towards a models. Using untreated materials like natural wood or cardboard handcrafted approach for the representation of architecture, without colored paints, glues or other chemical additions would choosing physical models and adopting the swiss-german legacy of help the process of recycling once the lifespan of the models the Stimmungen for visualizing the atmosphere of the designed is over. It would also be important to conceive the models spaces, instead of using rendering and virtual views. using only one material and avoiding mixing different materials together would facilitate the process of recycling. analysis / data New less wasteful methods and tools could be implemented - like Once the final critics are over, twice in an academic year - 3D printing with paper pulp or other recycled waste that becomes December and June - some models are kept to be shown in the MAD more and more available. exhibition, some others are taken home by the students but the majority lies in the shelves of the design studios, waiting to During the emergency and lockdown of the Spring semester 2020 be disposed. The production of these models results in a massive suddenly in the design studios, students, professors, and amount of trash that has to be taken care of. In 2017/18 125 assistants were forced to work in very unusual conditions. waste containers (we estimated 7m3/each) containing treated Without models or printed boards, the critics were forcefully wood, colored concrete, and other hardly recyclable materials transformed into online sessions where the student’s screen were brought to disposal for a cost of 60’000 CHF (+25% compared presentation was the only medium to communicate. In some cases, to the previous year), in addition to containers of untreated the time and the energy that were saved due to the avoidance wood and paper which can be easily recycled. In addition to of producing a physical representation of the project were re- this cost, in the same year, the Academy spent 350.000 CHF in introduced in the process in the form of a deeper analysis and cleaning services, which include the daily cleaning but also research. The success of this online experience could lead to extraordinary work hours for restoring the spaces for the next the application of new ‚intangible‘ methods in designing and semester after the final critics. teaching. Implementing a change in this field will have to come from the professors and assistants leading the students. The goal / strategy / responsibility administration could support this by introducing new platforms of material and knowledge exchange.

Visiting the company that takes care of the disposal and the * Our calculation is a hypothesis, based on the few available data and self- recycling of the waste produced during the process of model made estimations

18 Sustainable Design Lab 2019/20 19 Implementing a more sustainable model-making culture implementing a change in the use of the buindings

impact 698 Kg C02/FTE (Full Time Equivalent)* windows and a new layer of insulation, made out of wood, close to the existing internal walls. There is also an ongoing project recommendations - replacement of obsolete equipment to energetically refurbish the historical Villa Argentina - - decreasing temperature settings administration building. - technological support for sufficiency (automatisation of switch-off) - creating awarness in the users efficiency / sufficiency - intensifying the useage of spaces (mulituse) Efficiency is related to what the administration of the school can do, taking decisions on the processes of maintenance and responsibility professors, assistants, administration refurbishment and the creation of efficient new buildings. Despite all the good efforts by the administration more status / impact transparency and data - and a clear goal and strategy are still needed. United Nations 2030 Agenda strives for more In 2018 the Academy needed in terms of electricity 1.018.268 affordable and clean energy use and the Academy should set more kWh, 580.098 kWh in Palazzo Turconi, a former XIX Century specific goals based on its identity, objectives, and capacity. hospital, 403.000 kWh in Canavée, 30.843 kWh in Villa Argentina, The strategies should include, replacing obsolete equipment, headquarter of the administration, and 4.427 kWh in the improving operating systems’ principles, and adjustment of dependence of the Villa, for an overall cost of 162.939 CHF. To the heating according to the use of the rooms. Rethinking the understand the scale of these quantities: a typical household use of triple-height entrance Hall, Spazio Cantafora, a buffer in Ticino uses around 3.000 kWh/year, the school consumes the zone, that could not be heated anymore. It could work as a amount of 340 households. filter between the outside and the lecture rooms. Otherwise, the administration could consider decreasing of 1 or 2 degrees the In terms of gas (cubic meters transformed into kWh) in 2018, heating of the design studios, at least during the morning, the Academy used 1.492.495 kWh, 724.485 kWh in Palazzo Turconi, when the students are following theoretical classes. Reducing 624.668 kWh in Canavée and 143.342 kWh in the Villa and its the heating from 19-20 degrees to 17-18 degrees Celsius would dependence, for an overall cost of 114.922 CHF. contribute to a significant cut in gas demand.

We tried to estimate and define more in detail the most energy- Since the technological ‚top-down approach‘ on efficiency is intensive activities, on which a deeper evaluation is needed. widely covered by the administration we wanted our students In Canavée, dating back to 2018, 24% of the total consumption to think about different ways of behavior that could make a of electricity was spent for lighting, 14% for ventilation, 13% difference. Although over the past few years, the school has consumed by the server, 5% by desktop computers, 4% by the laser taken initiatives to create awareness among students towards lab, 2% by portable computers, 1% by beamers inside classrooms, more sustainable practices and recently also the students’ 0.005% by printers, 0.003% by elevators and 33% by miscellaneous association OSA, started organizing competitions to promote the activities. exchange of knowledge around sustainability - for the majority of the students, it still seems a bothersome or boring topic. analysis / data Sufficiency is more related to the attitude of the users of the buildings, from students to teachers, to the staff of the The school is constantly improving the efficiency of its Academy. We should ask ourselves: is it possible to rethink our buildings and infrastructure. In order to reduce the overall standards? Are we ready to start using the stairs, gaining in energy consumption, both of gas and electricity, the health and wellness, instead of using elevators of going up only administration, adopted some containment measures through the three floors (or even one or two)? Are we willing to wear heavy SOSTA project. Photovoltaic cells have been installed on the sweaters and renounce to the comfort of walking around in shirts roof of Canavée, covering a substantial part of the building’s in January? energy demand. In every building of the school, halogen lamps have been substituted with LED ones and the lighting system ensures that lights are switched on only in presence of people and when the sensors don’t detect human presence they * turn the lights off. Within Autumn 2020 the refurbishment Our calculation is a hypothesis, based on the few available data and self-made estimations, of the emissions produced during the year 2018 by the use of the of Palazzo Turconi will be completed and the first floor will school‘s buildings (Canavée, Turconi, Villa Argentina and its Dépandance). Our become the new headquarter of the Biblioteca dell‘Accademia. calculation includes emissions generated by electricity and gas. Emissions The refurbishment includes a new layer of highly performative produced by the library, the Teatro, and Vignetta have not been included.

20 Sustainable Design Lab 2019/20 21 Implementing a more sustainable use of the buildings Topics and Structure of SUSTAINABLE DESIGN LAB 2019/20

Topics:

consumption of goods resources / waste mobility the building: consumption and user behaviour teaching sustainability

The course had the following steps:

1. riOSA: a shelf for the model workshop, competition

2. implementing a more sustainable model-making culture

3. implementing a more sustainable consumption culture

4. implementing a more sustainable mobility culture

5. implementing a change in using the buildings

6. teaching sustainability

The aims were:

finding out what would make sense to change and why?

who is responsible? who is the target for our strategies?

what strategies could be applied to implement change?

how can we improve our social and ecological environment?

22 Sustainable Design Lab 2019/20 23 Introduction Guest lectures / contributions

24 Sustainable Design Lab 2019/20 25 Section Un’università post coronavirus più sostenibile?

Antoine Turner, Accademia di architettura di Mendrisio

L’ultimo anno aveva visto le energie dedicate a SOSTA investite nel progetto sulla riduzione dei voli, un focus a livello svizzero motivato dal fatto che i voli sono responsabili per oltre la metà delle emissioni di CO2 delle istituzioni universitarie. Grazie a uno sforzo non indifferente si è riusciti a montare in tempo record un sistema di registrazione dei voli che permette poi un calcolo delle emissioni, e si era anche riusciti a fare una stima attendibile delle emissioni dei voli dell’anno accademico 2018/19. L’analisi dei dati ha mostrato come le fonti principali dell’USI sono essenzialmente due: l’Accademia di architettura a causa dei viaggi di studio (ma anche di quelli dei professori dal loro domicilio a Mendrisio) e dei gruppi di ricerca in altre facoltà che si spostano per convegni e conferenze. Il Consiglio dell’Accademia aveva di fatto dichiarato di voler “diminuire in modo sostanziale le emissioni dai viaggi di studio”. In effetti un certo numero di professori aveva cominciato a pianificare sempre più mete raggiungibili con altri mezzi o accettato di spostarsi in treno dove solitamente si andava in aereo. Questo anche perchè all’evidenza dei fatti e con la dovuta pianificazione non sempre i costi e i tempi del treno sono molto diversi.

La crisi attuale blocca ovviamente tutti gli spostamenti, e in questo senso il 2020 sarà un anno eccezionalmente virtuoso per quanto riguarda le emissioni di CO2. La pandemia ha dimostrato la fragilità del nostro modo di vivere. Infatti l’elevata mobilità ha contribuito a diffondere il virus (ma anche altre malattie e insetti particolari di altre regioni) e l’inquinamento atmosferico ha portato a conseguenze mediche più gravi, riducendo le difese immunitarie della popolazione, dove questo è più 6 Welcome elevato. D’altra parte mai come in questo periodo la natura ha avuto un risveglio primaverile così pacifico e anche nella nostra regione il silenzio ha dominato, facendoci apprezzare alcuni aspetti di questo periodo.

Poiché però nessuno vuole che l’Università continui con una modalità d’insegnamento in remoto, speriamo di trovarci tutti al campus insieme per il semestre autunnale 2020. E i viaggi (di studio e privati)? Continueremo a farli come prima?

26 Sustainable Design Lab 2019/20 27 Introduction Personalmente credo che questa crisi ci avrà cambiato profondamente, sia nel nostro modo di vedere le cose, sia nelle nostre percezioni e nelle abitudini e nelle conoscenze. Aver passato un periodo così lungo a fare videoconferenze, riunioni virtuali etc.. ci farà capire che probabilmente prima queste possibilità non erano prese sufficientemente in considerazione. Mentre è chiaro che gli aspetti informali di molte conferenze sono importanti, gli effetti negativi sulle persone e sull’ambiente dati da innumerevoli trasferte sono state nettamente sottostimate. È dunque urgente che i ricercatori e tutte le persone coinvolte dai viaggi riflettano sulla quantità dei viaggi che fanno e si fissino degli obiettivi chiari: quanto viaggerò nel prossimo anno accademico? L’uscita dalla crisi coinciderà con una recessione economica senza precedenti e con una probabile crescita dei prezzi dei voli aerei: credo sia ragionevole che in vista di tutto ciò l’Università si ponga obiettivi concreti (budget) per una significativa riduzione dei viaggi aerei e strumenti per gestire questa diminuzione: un sistema di riservazione più efficiente, una tassa interna sui voli e regole chiare per limitare l’uso di questo mezzo. D’altra parte il cambiamento è nelle mani della nuova generazione, che può continuare a chiedere il cambiamento ed essere disponibile a rinunce. All’Accademia questa voce può diventare più udibile.

28 Sustainable Design Lab 2019/20 29 Introduction Feedback Formation Three teaching projects on robotically manipulated granular materials

Jesús Medina, Fabio Gramazio, Matthias Kohler, ETH Zurich

Fig.1. Robotic Landscapes III Design Studio HS19, ETHZ (Chair of Landscape Architecture, Prof. Christophe Girot + Gramazio Kohler Research). Students: Leon Beck, David Brückmann, Tobias Etter, Mevion Famos, Claudia Fleischmann, Nicola Graf, Leo Graf, Luana Günthardt, Mathias Häcki, Hannah Kilian, Severin Kurt, Vanessa Magloire, Yuki Minami, Sakiko Noda, Joelle Schmied, Zehra Ter, Wei Wei Toh, Caspar Trueb, Lorin Wiedemeier, Yueye Xu, Matteo Zwyssig. Tutors: Ilmar Hurkxkens, Fujan Fahmi, Benedikt Kowalewski (Chair of Landscape Architecture), Jesús Medina (Gramazio Kohler Research)

In this chapter, I will present three different case studies on robotic fabrication as dynamic design processes, exploring the relationship between digital design and digital fabrication in a teaching context at the Department of Architecture at ETH Zurich. Responding to the call for a more ecological approach to architecture and construction, these three case studies demonstrate how digital workflows can help to conceive methods of sustainable design, addressing material reusability and waste reduction.

Rapid technological innovation in robotic processes, 3D printing, and sensing have helped to reform our understanding of materials and their manipulation. Beyond functional-ecological necessities, these Robotic process new methods also ask for creative engagement and herald the discovery of new geometries and aesthetics. Here, we see the academic teaching formats as a unique opportunity to explore new digital workflows at the intersection of responsibility and playfulness.

30 Sustainability Lab 2019/20 31 Introduction All three projects presented use granular material of different par- Evaluating computational processes in relation to material behavior ticle size from coarse sand to gravel. It is a natural, inexpensive, give processes primacy over products, while the intrinsic relation accessible and reusable material, and thus a perfect medium for itera- between process and product is highlighted. What is computational tive conceptual explorations in robotic material processes. Rather than efficiency when we work with self-organized materials? Can we inform using it as “un-informed” bulk material, computational design and ro- algorithms by sensing the context with 3D scanning and augmented botic manipulation can adapt to and control the behavior of particles, reality tools? These are some questions which emerged during the which is closer to those of a liquid than a solid state material. Para- teaching sessions, adding to the relation of process and product the meters defining time, speed, acceleration of the robotic arm underline relation between digital and real world processes. There is a broad the dynamic nature of the design methods, while the design of end-ef- effort in research to describe and integrate real-world processes fectors and spatial robot-paths can be considered the starting-point of in order to feed actual conditions as input in the digital process design. During the process, the design is repeatedly “handed over” to to inform design and fabrication in real-time (Fig.2). How can this the forces of nature, to a play between friction and gravity, between translate into teaching formats where new forms of creativity, novel control by the machine and control by nature. Loose and therefore fully material explorations are developed? re-usable, the ephemeral beauty of granular material formations combines the creative production with a Zero-Waste circular design strategy. (Fig.1)

Teaching Approach

For the taught courses, students are first introduced to different digital tools such as Rhino, Grasshopper and Python as a programming language. Computational skills are complemented with an understanding in

robotic control to operate the robotic set-up. The small six axis col- Fig.2. Feedback Loop diagram. Computational workflow for Designing-Manipulating-Sensing. laborative robots allow for a direct interaction and students quickly Fig.3. Robotic Setup in Design Studio. Material manipulation in the Sandbox with a UR10. Robotic Landscapes III HS19. (Chair of Landscape Architecture, Prof. Christophe Girot + learn how to 3D print tools as end-effectors for the robotic arm. With Gramazio Kohler Research) this set-up “The Digital” is presented as a process that facilitates new connections between forms of creativity, computational thinking and In the following, three different teaching formats exemplify robotic processes. Innovative approaches and computational competen- possible strategies. The different Case Studies operate at very ce are combined with unique robotic methods in a new or extended model different scales, from small scale abstract exercises (The Digital of production. Utilizing digital technology within a curriculum means in Architecture II), to models which oscillate between sculpture and relevant skills need to be taught in a rigorous way, yet creative free- representational model (Mini-Jammed), to the modelling of landscaping dom and explorations need to be equally supported. The fabrication part scenarios for large swaths of land (Robotic Landscapes III). extends the world of ideas and concepts to integrate technical knowledge, dynamic processes, material behavior and environmental conditions. Encouraged by the workings of digital tools, students are brought in contact with the characteristics of a multidisciplinary, integrative design method at the intersection of technology, science and creative learning and invited to critically reflect on their own design practice.

32 Sustainable Design Lab 2019/20 33 Introduction The Digital in Architecture II Robotic Landscapes III - Design Studio HS19

During the Autumn Semester 2019 the Elective Course “The Digital in The Robotic Landscapes III studio was the third collaboration between Architecture II” by Gramazio Kohler Research embraced the complexity the Chair of Landscape Architecture (Prof. Christophe Girot) and of particle deposition. In a series of weekly exercises students Gramazio and Kohler Research during Fall Semester 2019. The studio learned skills in programming and robotic control based on the basic sought proposals for large-scale robotic terrain modelling methods course “The Digital in Architecture I”. Along the course, students to make the Gürbe river and valley course more resilient to flooding learned how to develop a simple fabrication- and material- aware and mudflows. In response to the challenges of future natural hazards, digital design process linked to a robotic fabrication procedure. For students had to develop innovative topographic strategies to ensure a this purpose, a sand extruder (end-effector) was pre-developed that long-term equilibrium of the river in this proposed dynamic, hence, consisted of custom designed 3D printed components and a plexiglas constantly changing landscape. sand tube. The sand deposition was controlled with a 16mm diameter shutter nozzle (Fig.6). Students controlled the constant sand flow with The studio operated at two scales: First, the unifying vision for the parameters such as speed and acceleration of the robotic tool, adding project was the development of different computational design scenarios to the geometrical description of the robotic path. While the cad- for the landscaping which were to be executed on-site by an autonomous drawing of an architect and designer has the inherent goal of precisely excavator, an upgraded Menzi Muck excavator developed by the Robotic defining the physical product, here, the geometrical description of Systems Lab at ETH Zurich. Guided by digital data, this Menzi Muck robotic paths remain indicative. The dynamic fabrication and material is able to autonomously manipulate large amounts of soil and rock in formation process ultimately define the result. Within this teaching difficult terrains. context, material performance was not simulated but carefully observed Second, to test and represent the suggested landscaping processes, through repetitive procedures. Students engaged in a dynamic learning scale-models in the form of a sand-box were to be “aggregated” and process mastering parametric and algorithmic modelling in Rhino, manipulated with a small collaborative six axis arm robot. The method Grasshopper and Python programming language, thereby correcting, was similar to the one used for the first course presented in this text. optimizing, augmenting, not only their design intention but the code However, the design process was now informed by “real” parameters such itself which can be reused, recycled, adapted, sorted, packaged or as floods dynamics in relation to terrain, topography, vegetation, and discarded. settlements.

Fig.5. Students observing the Robotic Sand deposition. ITA Elective Course HS19 “The Fig.4. Computational strategy for material manipulation, Robotic Landscapes III, HS19 Digital in Architecture II”. Fig.6. Sand extruder End-effector Tool (Gramazio Kohler (Chair of Landscape Architecture, Prof. Christophe Girot + Gramazio Kohler Research) Research)

34 Sustainable Design Lab 2019/20 35 Introduction The Sand box is where both the physical (material) and digital layers As the process is fully reversible, meaning the structures can be (robotic paths) meet. The Sand box introduces a different way of separated into a heap of fine gravel and a roll of string again, the understanding the landscape, it can be seen as a scaled piece of students could engage in physical prototyping and material testing land or can be seen as a sketch box where explorations and mistakes using the same material over and over again. Material was only lead to discovery. By robotically manipulating and shaping the temporally bound to a use while the digital and robotic processes coarse sand and fine gravel, both the material and the designs are in were constantly optimized and design explorations became increasingly continuous transformation. The studio methodology combined analogue daring. (Fig.8, Fig.9) design processes with digital design tools and fabrication. Different workshops on soil textures, robotic fabrication, and physical landscape modeling further guided the students in form-finding methods. (Fig.4)

Digital processes in landscape interventions are active when it comes to information processing systems, focusing at first level on natural hazards, natural material behavior, material formation and erosion, turning these dimensions into fundamental ingredients for the development of each student project. That way alternative strategies for understanding and intervening in unstable terrains can be developed where conventional protective measures such as debris flow structures Fig.7. Rock Print Pavilion. Final demonstrator of PhD research by Petrus Aejmelaeus- and barriers common to the alpine regions are difficult to execute or Lindström and Gergana Rusenova (Gramazio Kohler Research). Fig.8, Fig.9. Mini-Jammed projects developed during the first Trimester (T1) of the Master in Advanced Studies (MAS) maintain. in Architecture and Digital Fabrication, ETHZ (Gramazio Kohler Research). Students: Rafael Pastrana, Jun Su, Frank Lin, Angela Yoo, Fernando Cena, Georgia Chousou, Yao Wang, Zong-Ru Wu. Tutors: David Jenny, Jesús Medina, Petrus Aejmelaeus-Lindström, Gergana Mini-Jammed – MAS in Architecture and Digital Fabrication. 17/18 Rusenova.

Mini-jammed was a three week design project based on the Jammed Conclusion Architectural Structures research project (JAS) (Fig.7). JAS is based on a principle called „jamming“, which refers to aggregate granular The presented research and student projects formulate examples of materials – like gravel – that are crammed together in such a way that how standard digital workflows can be rethought to integrate wider they hold their form and shape like a solid under compression. JAS ecological and cultural dimensions addressing sustainable design explores how the robotic placement of loose gravel can be combined with processes, material reusability and waste reduction. While the projects robotically placed layered string patterns to build fully reversible envision a profound transformation of building methods, they employ structures at architectural scale. For Mini-Jammed, the research was the same logic at teaching level. What is conceived to be re-usable reduced to model-scale and students were encouraged to explore the building material is also a re-usable model making material. Processes limits of jammed structures, investigating overhangs, voids, vertical are scaled, yet remain the same in their logic. As a consequence, textile reinforcements and post-tensioning, complex interwoven students themselves can actively explore “the nature” of digital geometries, and equilibrium of multiple elements. materiality, how material is informed through computational design and The project immersed the student in a computational and robotic robotic fabrication processes and experience how such strategies can fabrication strategy by digitally generating the string tool path and be employed at different scales, from a small abstract exercise to the the sequence of gravel deposition. shaping of landscapes.

36 Sustainable Design Lab 2019/20 37 Introduction Even though not all research might yet be applicable to construction, it presents to students different insights into a field of rapid developments and prepares them with the skills to situate themselves as architects in the digital era. Along the different above explained case studies, students benefited from a variety of encounters with researchers and specialists of different domains. While students learned faster due to the expert input and became aware of underlying complexities and challenges, the researchers benefitted equally from these collaborative teaching projects. The creative power of a large group of students freed from the academic rigor of research, presented a wealth of solutions and different paths to how a certain technique can be employed. Committed to try and error, the solutions were often surprising and exceeded what had been believed to be the limits. The common challenge in all projects presented is the material behavior during the process of manipulation and construction. Usually, digital processes are associated with efficiency and precision. However, to date, the precise modelling, simulation of the exact behavior of each particle is computationally too expensive and in itself not efficient. Thus, the projects rely on the controlled self-formation of the material, exploring different strategies from human observation and feedback (learning) to sensing and computational feedback loops. These processes explore the ephemeral beauty of a self-organized approach that balances natural forces with computational control procedures. These investigations are not limited to researchers but provide a rich ground for teaching explorations and experimental digital design and fabrication set-ups.

38 Sustainable Design Lab 2019/20 39 Introduction Flussi di traffico: una sfida per la gestione della mobilità

Davide Marconi, Mobitrends SA

Mobitrends SA svolge analisi sulle abitudini di mobilità per enti pubblici, offre servizi di consulenza per aziende (Piani di mobilità), gestisce misure di mobilità aziendale (gestione navette e carpooling, gestione e fatturazione posteggi, promozione mezzi pubblici e mobilità lenta) e sviluppa tecnologie a sostegno della gestione della mobilità.

Il tema della mobilità è una sfida molto attuale e che tocca quotidianamente tutta la popolazione. I dati relativi agli spostamenti della popolazione, sia per ragioni private che lavorative vengono raccolti ed elaborati con una frequenza sempre maggiore in maniera da monitorare la situazione e valutare annualmente lo sviluppo dei diversi modi di mobilità.

Tramite l’analisi dei flussi pendolari, sia interni al Ticino che transfrontalieri, si nota come gli spostamenti della popolazione siano verso i principali centri lavorativi del cantone ed in particolare Lugano. La situazione che emerge oggi è una situazione in cui le strade sono quotidianamente congestionate con traffico importante in direzione dei maggiori centri e i treni sempre più affollati. Le criticità si hanno soprattutto nelle ore di punta ed è dunque necessario gestire meglio le infrastrutture di mobilità.

I progetti della Centrale di Mobilità sviluppati da Mobitrends hanno l’obiettivo di implementare delle misure concrete che possano agire su queste criticità, ed in particolare sul traffico veicolare nelle ore di punta e sugli spostamenti pendolari dei collaboratori delle aziende. Il concetto che sta alla base della Centrale di Mobilità è l’idea di creare una rete di contatti tra le aziende, con il supporto dei Comuni e del Cantone, con l’obiettivo di sviluppare ed integrare delle soluzioni di mobilità alternativa su misura, a seconda delle necessità del comparto e dei bisogni di ogni singola azienda.

Tramite la raccolta dei dati sulle provenienze dei collaboratori e sulle abitudini di mobilità dell’azienda è possibile analizzare la situazione di partenza e valutare i potenziali sui quali vale la pena investire e proporre il cambiamento. Sulla base di questi potenziali sono sviluppate delle misure, che tramite gli operatori di MobAlt e l’aiuto delle aziende vengono proposte ai collaboratori e integrate nelle aziende.

40 Sustainability Lab 2019/20 41 Introduction Le misure di mobilità alternativa possono variare molto da azienda ad azienda, a dipendenza della sua ubicazione, piuttosto che dal tipo di lavoro svolto e dagli orari di lavoro. Le soluzioni più classiche sono il trasporto pubblico e la mobilità lenta (e-bike, bicicletta, spostamenti a piedi e in monopattini). Poi ci sono misure come il carpooling e le navette aziendali che necessitano un’organizzazione maggiore, ma che possono portare ad importanti risultati.

Per facilitare la scelta e la visualizzazione delle alternative di mobilità per i collaboratori delle aziende, Mobitrends ha sviluppato un’applicazione chiamata MobAlt che individua e propone le migliori alternative per gli spostamenti casa-lavoro. Tramite l’applicazione è possibile effettuare la prenotazione dei titoli di trasporto o dei veicoli prescelti. L’applicazione è indirizzata principalmente ai collaboratori delle aziende affiliate alla Centrale di Mobilità.

All’applicazione per smartphone è associata una piattaforma web denominata MobAlt Admin che è indirizzata alle aziende per la gestione della mobilità. Essa permette di analizzare la situazione attuale e creare scenari futuri, gestire gli aspetti finanziari e gli incentivi ai collaboratori e infine monitorare e gestire le scelte di mobilità degli stessi.

42 Sustainable Design Lab 2019/20 43 Introduction Stay grounded – keep connected ETH Zurich’s air travel reduction project

Susann Görlinger, ETH Zürich

ETH Zurich’s air travel project seeks to motivate members of ETH Zurich to reduce greenhouse gas emissions generated by business trips. They account for over 60% of the total greenhouse gas emissions caused by ETH Zurich.

ETH Zurich’s standing as an internationally networked university with an excellent reputation relies on cooperation and exchange with partners worldwide. While participating at conferences and implementing international projects is key for researchers at all levels, ETH Zurich has a major responsibility in helping to protect the climate, environment and resources. When it comes to lowering CO₂ emissions, cutting down on air travel for scientific assignments has great impact. The aim is to embark on a reduction path compatible with excellence in science and the best career opportunities for researchers, especially the young.

ETH Zurich is addressing the challenges and conflicting goals through the project “stay grounded – keep connected”, launched in 2017 by Vice- President Prof. Ulrich Weidmann. The project is based at the Mobility Platform and headed by Dr. Susann Görlinger. The focus is on cultural change, which is stimulated and supported through a combination of a top-down and bottom-up approach.

Working in a participatory process, the departments, Executive Board and administrative units at ETH Zurich agreed to a per capita reduction of on average 11% until 2025, taken against the average for 2016-2018. The cut in emissions by 11% is based on the effective reduction of air travel by ETH members; it neither includes compensation nor the efficiency gains of the airlines due to technological progress. If these efficiency gains of airlines were not subtracted, ETH Zurich’s reduction of emissions would amount to about 22%.

The departments have developed a wide range of concrete and innovative measures to achieve the reduction target. All departments are in favour of using and organising video conferencing more frequently. Several departments have also decided to introduce an internal carbon tax as a steering charge. The revenue will be invested in teaching, research, and promoting young scientists, with a focus on themes that lead to a reduction in CO2. In addition, the majority of departments are

44 Sustainability Lab 2019/20 45 Introduction offsetting flight emissions together with many other federal agencies, following the approach of the Federal Office for the Environment (FOEN). Offsetting is not considered as a substitute for a true reduction, but as a supplementary measure and interim solution.

Since the initial phase of the ETH air travel project, the exchange of experience with other scientific institutions in Switzerland and abroad has played an important role. Many colleagues seek inspiration and know-how from the project manager, as the ETH project has already taken on a certain pioneering role. Even though each institution has individual structures, many steps in the design and implementation of this project are transferable.

The air travel project has prompted ETH Zurich‘s members to rethink the role that air travel plays in academia. In other words, awareness of the high impact of emissions from air travel on ETH Zurich‘s carbon footprint was raised and at the same time a joint search for solutions began. Two factors were essential from the very beginning: firstly, the decision of the Executive Board of ETH Zurich to launch the project in spring 2017 underlined the importance of the topic and the support of the top management level, and secondly, all members of ETH Zurich were involved in the project.

Even though the road is of course long and windy, the project has already been able to bring about a noticeable change in the way we decide about taking a flight or not. This change in mindset is important, because although a university like ETH Zurich is of course intensively contributing to technological solutions for climate protection, cultural change is needed if we as a global community are to meet the internationally agreed climate targets.

46 Sustainable Design Lab 2019/20 47 Introduction University buildings energy consumption data, evaluation and improvements

Andrea Roscetti, Accademia di architettura di Mendrisio

PIANO PAN. FOTOVOLTAICI INVERTER The analysis of the energy consumption in order to evaluate the saving TETTO potential for a complex system like a university building requires the availability of data and a good organization. VENTILAZIONE (S.TET.) ILLUMINAZIONE TECNICA The set of data available for the typical tertiary building is PRESE DI CORRENTE Canavèe SENSORI COMPUTER typically limited to energy bills, released monthly by the energy MOTORI SCHERM. SOL. LAPTOP PIANO TERZO provider. This first analysis could help to define benchmark values for /S.TETTO ALTRI APPARECCHI confronting the specific energy use (e.g. kWh of electricity or cubic building STAMPANTI SERVER/COMUNICAZ. meters of natural gas, divided by the heated or the useful area of the PROIETTORI building). Using such indexes is possible to compare the yearly or monthly consumption of a specific building, in order to understand its

ILLUMINAZIONE consumption pattern. In the case of similar buildings, with the same TECNICA PRESE DI CORRENTE SENSORI age, occupancy level and level of service, a comparison between indexes COMPUTER PIANO MOTORI SCHERM. SOL. SECONDO could give a rough idea on the overall efficiency: the benchmarking LAPTOP

ALTRI APPARECCHI process based on indexes is possible only in this case – but after some STAMPANTI corrections based e.g. on climatic conditions or occupation patterns. After this first phase of the analysis is possible to estimate or define

AULE SPAZIO ESPOSITIVO more in detail the most energy intensive activities, on which a deeper ILLUMINAZIONE COMPUTER ILLUMINAZIONE PRESE DI CORRENTE BAR evaluation is needed. LAPTOP VENTILAZIONE COMPUTER ILLUMINAZIONE

ALTRI APPARECCHI CLIMATIZZAZIONE After the preliminary assessment, what defines if a building is LAPTOP VENTILAZIONE

PIANO PROIETTORI COMPUTER TERRA ALTRI APPARECCHI CUCINA efficient enough or there are possibilities in improving the energy /PRIMO VENTILAZIONE FRIGORIFERI use? Only a more detailed survey, combined with detailed metering or SEGHE NASTRO/LEV. estimations of the consumption for specific end-uses, such as lighting, TAGLIO POLISTIROLO

LASER CUTTER + APP. ventilation, electronic appliances, possibly in selected areas. Without understanding the level of service provided to the occupants (number of hours for heating or number of users of IT appliances, comfort level, ASCENSORI ILLUMINAZIONE TECNICA etc.), it’s difficult to correctly evaluate the real efficiency of the CALDAIE whole building’s energy use.

VENTILAZIONE

PIANO This second phase of the work, in order to assess correctly the main -1 CLIMATIZZAZIONE

SERVER/COMUNICAZ. possibilities in terms of energy savings potential, is a survey combined with a metering campaign, that could lead to a more precise AC INPUT

AC OUTPUT comprehension of the share of consumption for each end-use.

In the specific case of the campus USI – Accademia di archittetura di Mendrisio, were presented during the lecture many of the available data regarding the building consumption: bills, local meters, analysis made in the past. The three main university buildings are very different in terms of age, building facilities, average occupation, usage pattern. The analysis on the building carried out in the past were covering: - the average efficiency of all the buildings (made using an assessment

48 Sustainability Lab 2019/20 49 Introduction methodology for the whole building, a sort of energy label in A-G scale), - a more detailed calculation of the energy needs for the old buildings Turconi and Villa Argentina (in view of a partial refurbishment of the first floor in order to host the library and as a study for the comfort improvement in the old Villa), - other detailed assessments made during students’ thesis on electricity consumption in the building Canavée, the most recent. The main results of the existing studies are: - The higher savings potential is in the heating sector, especially for the old buildings - The electricity consumption is higher in the new building, hosting a large part of the IT and students - Lighting, ventilation and IT covers the higher part of the consumption. A significant amount of energy is spent in the lockdown periods - A significant part of the consumption needs to be addressed more specifically, with more detailed and long-term metering. Overall, the data analysis on consumption is an interesting exercise, typically leading to interesting conclusions: the energy in buildings is not always spent where we believe, many consuming end-uses are hidden or not well known by the normal users. A constant work is required, supported by the knowledge of the local technical staff. The amount of resources needed for surveying and analysis is significant for reconstruction the complete frame. After having a good assessment is possible to concentrate efforts in grasping the energy savings potential thanks to better management options, technical interventions and appliances substitution.

50 Sustainable Design Lab 2019/20 51 Introduction Research in Architecture

Sonja Hildebrand, Accademia di architettura di Mendrisio

What is expected from a research? > critical reflection!

• it is not enough to simply describe information and ideas, whether external or your own • you should reflect on what you are describing critically – interrogate the information and ideas presented to you, question the assumptions of other authors and also yourself, examine your statements and those of others paying close attention to the consistency of underlying assumptions

What is expected from a research? > structured and reasoned argument!

• your essay should be written to persuade – you must state a particular position in relation to you material and argue for it • it is not enough to simply express opinions – you should aim to persuade the reader that your position is valid • your argument should be structured, this means that it should attempt to guide the reader through your reasoning, making logical steps from one statement to another and linking them together, so that at the end the reader is persuaded that your position is valid

52 Sustainable Design Lab 2019/20 53 Introduction What is expected from a research? > reference to work of others!

• you will need to refer to work of others as part of the process of gathering information – someone else might have already described the situation that you write about • you can demonstrate critical engagement with the topic by reflecting critically on texts of others; e.g. ‚Author1 describes this situation as X, Y, and Z. I agree with X and Y aspects of their description, but I find it difficult to accept Z, because…’ • you can make your writing more persuasive by referring to well- established positions put forward by other writers: ‚The case I am describing here is similar to what Author2 analyses in their book / article „AAA aAA“. They put forward a convincing argument that X is Y. We can observe something similar here.’

Why do we need to refer to the work of others? (as for a written text: Why do we need citations?)

• distinguish your own work from that of others • support argument (defend the author’s position) • express critical thought • demonstrate awareness of texts around your topic • enable others to follow and reconstruct your argument • enable others to locate the sources of your information • enable critical reading

54 Sustainable Design Lab 2019/20 55 Introduction Group 1

Benedetta Basile Carlotta Puleo Elena Bellocchio Make it sustainable Francesca Giovanzana for a more conscious AAM

56 Sustainability Lab 2019/20 57 implementing sustainability Group 1 The libraries for the exchange of recycled materials are thought as joint assembled self-supporting structres. So they are easlily joinable, fexible and modular. Many shelves let the intuitive division of materials due to different typologies, sections and thickness. Morever some sectors are earmarked to the storage of modelling tools. The first tripartited cabinet is due as a deposit for grey and fibre cardboard by thickness in the first column, for wood strips, board and solid, plexiglass and foam in the middle one and MDF divided by thickness in the last one. The second library, for the polystyrene panels, divides the material by thickness and leftovers. Both cabinets provide the possibility to add new shelves and caissons to the main structure for the deposit of particularsize leftovers. The chosen material is chipboard of different thickness: 3cm for vertical elements and 2cm for horizontal elements, possibly recycled by Puricelli Sa company. The chipboard, product by rough boards, is performing to the join assembling and is cheap because it is composted by leftovers.

The cost of construction follows: competition entry Materials Units Cost/m(^�)(¤) Cost hypotesis (¤)

for riOSA Vertical elemnts: 8 13,60 226 chipboard sp. 3cm 80x260 cm

A. Horizontal Elements: 7 9,80 86 chipboard sp. 2 cm 75x187 cm

B. Horizontal Elements: 6 9,80 110 chipboard sp. 2 cm 75x250 cm

A. Bracing Elements: 4 0,4 5,60 steel cable 350 cm

B. Bracing Elements: 2 0,4 2,50 steel cable 320 cm

A. Screw 6 cm 36 - 5

B. Screw 6 cm 15 - 3,50

Wood Boxes 4 9,80 20

Tot: 458,60 ¤

� Topic RIOSA library

58 Sustainability Lab 2019/20 59 implementing sustainability / model-making Group 1 2.50 3.75

1.00 1.00 1.20 0.40 0.4000 1.2000

0.38 0.38

0.78 0.78

0.20 0.20

2.60

Detail of the intersection of vertical and horizontal elements 1.20 Detail of the central join 1.20 Detail of the screwing of secondary shelves 1.20

Longitudinal facade Cabinet B 1.10 Longitudinal facade Cabinet A 1.10 CABINET A

2.50 3.7500

0.75 0.75 0.80 0.80

Plan Cabinet B 1.10 Plan Cabinet A 1.10

CABINET B

Detail of the intersection of vertical and horizontal elements 1.20 Detail of the central join 1.20 Detail of the screwing of secondary shelves 1.20

0.80 0.80

0.75 0.75

CABINET A CABINET B

Diagrammatic scheme of the material storage

Cabinet B Cabinet A

2.60 2.60

Polistirene thickness 0.5 / 1 cm wooden Sticks round 0.38 Cardboard distributed in section compartments according to thickness (0.5/1, 2/2.5, 3, 3+)

wooden Sticks rectangular Polistirene thickness 2 / 3 cm various pieces of Cardboard section and MDF

Steel cables 3,25 m long (x 4) 2 horizontal structural and dividing elements (x 4) Central vertical element Vertical element (x 4) shelf screwed to vertical elements (x 4) Steel cables 3,25 m long (x 2)

0.77 0.78 Polistirene thickness 3 / 5 cm pieces of Foam pieces of Balsa

Polistirene thickness 5 + cm pieces of Plexiglas pieces of legno massiccio

Transversal facade 1.10 Transversal section 1.10 wooden Sticks square MDF distributed in compart- various pieces of Polistirene section ments according to thickness (0.3/0.5, 0.6/0.8, 1, 1+)

� Sustainability Lab Group Nr. 1 � Topic RIOSA library

60 Sustainable Design Lab 2019/20 61 implementing sustainability / riOSA competition Group 1 2.

implementing a more sustainable model- making culture

In architecture university models represent one of the most immediate and effective tools available to students. In AAM great importance is given to models production, which is why Accademia provides a modellistica with machinery for cutting wood and foam, a room for painting, laser printers and a sala gessi. The models are made with great care by students that during critics expose them to explain their project. The models are objects of prestige and it would be wrong to expect absolute rigidity from AAM, however, certainly, there is much that could be done to avoid waste while maintaining an excellent level and t mainly depends on the consciousness of the individuals and on the care of their choices.

� Topic Model making

62 Sustainability Lab 2019/20 63 implementing sustainability / model-making Group 1 What kind of model? . Atelier Arnaboldi . Atelier Sergison . Atelier Valero

In which Atelier? required models: required models (mainly lasercut): required models: site model (1:1000) site model (1:1000) site model (1:1000) intermediate critic model (1:200, 1:500) intermediate critic model (1:100, 1:200) intermediate critic model (1:500) final critic model (1:200/1:500) final critic model (1:20, 1:100, 1:200) final critic model (1:500, 1:100) . Atelier Mateus materials: materials: materials: cardboard, MDF, wood, plaster, foam, paper required models: cardboard, foam, MDF cardboard, paper, MDF site model (1:200) intermediate critic model (1:200, 1:50) final critic model (1:200/1:20) . Atelier Boesch . Atelier Tropeano materials: cardboard, foam, MDF, concrete, plaster, required models (mainly lasercut): required models (mainly lasercut): wax, iron site model (1:500) site model (1:500) intermediate critic model (1:200, 1:100) intermediate critic model (1:200, 1:500) final critic model (1:100, 1:50) final critic model (1:200, 1:500, 1:20) . Atelier Miller materials: materials: cardboard, wood, paper cardboard, foam, MDF, wood, paper required models (mainly lasercut): site model (1:200) intermediate critic model (1:200, 1:100) final critic model (1:200, 1:100, 1:20) . Atelier Bonnet materials: cardboard, foam, MDF, wood, concrete, no required models (only few specific cases) plaster, wax

. Atelier Nunes Gomes . Atelier Collomb

required models (mainly lasercut): required models (mainly lasercut): site model (1:2000, 1:5000) site model (1:500, 1:1000) intermediate critic model (1:2000, 1:5000) intermediate critic model (1:20, 1:500) final critic model (1:200, 1:5000) final critic model (1:20, 1:100)

materials: materials: cardboard, foam, wood, paper, plaster, cardboard, wood, paper cement

. Atelier Olgiati . Atelier Grafton

required models (mainly lasercut): required models (mainly lasercut): final critic model (free scale) site model (1:1000) intermediate critic model (1:200, 1:500) final critic model (1:20) materials: Usually is up to the student to make study models during the semester, even though most professors are very MDF, forex, cardboard, wihte paint materials: keen on using models as a tool during the design process. The life of the site model ends at the end of the cardboard, MDF, wood, paper semester. Some student models are kept in the ateliers, sometimes exhibited in particular events, otherwise they are thrown away or taken home by the students.

� Sustainability Lab Group Nr. 1 � Topic Model making

64 Sustainable Design Lab 2019/20 65 implementing sustainability / model-making Group 1 Cardboard, paper Cardboard, paper MDF, wood Concrete Cardboard Concrete and resin

80x80x30cm 100x100x5cm 100x60x100cm 40x40x140cm 80x90cm (x12pieces) 150x150x10cm

Wood, metal Paper Cardboard Metal Paper Foam

h 160cm 45x40x25cm 7x7x35cm 120x120x10cm 15x40x25cm 200x150x100cm

MDF, concrete, wax Cardboard, paper, plaster bandages Wood Paper MDF, cardboard MDF, foam

120x120x20cm 180x100x20cm different measures, around 1m2 50x30x15cm 50x40x105cm 200x80x110cm

10 Sustainability Lab Group Nr. 1 11 Topic Model making

66 Sustainable Design Lab 2019/20 67 implementing sustainability / model-making Group 1 Materials Reuse

From the analysis of the various types of models present in AAM, we have found a frequent use of materials An absolutely pertinent initiative was the one of riOSA which led to a competition for the design of two pieces of different kinds as well as a tendency, sometimes not justified, to large sizes. The concrete / plaster models of furniture for the storage of waste materials. We are confident that it will work but AAM should probably required by some ateliers are difficult to dispose, due to their size and weight, and require the construction of think of hiring a person in charge of recoverying waste material where students will be not responsible for it. a formwork usually made in foam and a special glue, materials with high environmental impact due to the their toxicity and poor recyclability. It is almost impossible to recover the parts of the foam formwork despite the Once exposed, the models themselves become a waste. sides are clean sheets when you open the formwork it is inevitable to break them, if the formwork is made of screwed wood you can recover parts. Territorial models are usually made of cardboard or foam, in rare cases • - recover: we should make the model with consciousness thinking while we do it how we can then de- made of wood or paper. In general, for site models with curves, the goal should be to save as much material compose it in order to eventually reuse pieces or more simply to throw separately the different parts in as possible, creating holes in inner parts of the models and reusing the waste for smaller curves. Most of the appropriate material containers models are made with different materials, often colored or treated, and this creates a difficulty in recycling once they have reached the end of their short life. We have also noticed the use of toxic materials (such as • - grant a second life: we should give our models continuous value even after final critic as artisan pie- epoxy resin), or the wrong use of materials that are not really hazardous but just inadequately treated (such ces that cost money and represent our entire university career. moreover, the models can be reused for as sanded polystyrene). In some cases the amazing result of some models requires a disproportionate effort different purposes: they can become containers, table legs, door stops and become part of the furniture regarding materials used, construction method, costs and size of the object. of our houses. We should avoid... • - as much as possible the use of non-biodegradable materials (polystyrene, fiberglass, plexiglass, foam, acetate) • - using materials that are difficult to recycle due to treatments (pigmented or reinforced concrete, colored wood or cardboard) • - building models of disproportionate dimensions and to choose the most suitable scale to explain the project and not the bigger one just because it is more impressive • - using multiple materials in the same model • - avoid overproduction of study models every week We should try... Machines • - to reuse the same study model, modifying it as needed • - to go back to manual cutting rather than laser cutting wherever possible Laser cutter • - to use paper for volumetric, abstract or small models instead of polystyrene, concrete or wood The incorrect use of laser printers causes waste of time and waste of material. By drawing pieces joined • - always to recover material from models ready for disposal or at least to separate elements of different some of their sides will coincide and the machine will have to make only one cut and it will be faster but to nature facilitating differentiated disposal achieve this the student must delete all the double lines otherwise the printer will cut twice. These basics are not obvious and often ignored or not applied

• - a lasercutter assistant: AAM should evaluate the possibility of hiring a person, even a student, exclusively assigned to assistance in the laser cutting room who can advise how to avoid material waste and can help making right dwg files in order to avoid waste of time and machine s work

Modellistica Some modeling machines can no longer be used due to serious past accidents, however they occupy lot of space. Given the frequent use of machines, it often happens that one have to wait long time before reaching his shift.

• - new machines: aam should replace the unusable machines with new machines in order to optimize time and be sustainable in terms of students time savings. 3D printers powered by recycled plastic could also be installed.

• - strategies for machines shutdown: many students do not turn off the machines after use because they are used giving up the place to next students but when there is no line often because of this for- getfulness it happens that the machines keep going for hours. It would be necessary to provide for the Solution adopted by atelier Grafton for the site model scale 1:2000. The atelier printed a large site plan of automatic shutdown of the machines or mandatory use of a key to turn it on, shared by students and Dublin that was hung on the wall and the students fixed their paper models on it. To differentiate roads from every day is the responsibility of one of them. If the key is lost, students will have to pay a fine. sidewalks and from water and green, other layers of paper were added.

1� Sustainability Lab Group Nr. 1 1� Topic Model making

68 Sustainable Design Lab 2019/20 69 implementing sustainability / model-making Group 1 Atelier

Each atelier should as much as possible raise awareness about waste and therefore professors must share and support this process of conscious growth. The study models are not done to be beautiful and should be reused as much as possible in order to concentrate the effort of energies and the use of material in intermediate and final critic.

• - do not request study models if not necessary

• - atelier cooperation: gli atelier potrebbero di semestre in semestre dividersi in gruppi e scegliere lo stesso sito di progetto in questa maniera si dovranno produrre meno modelli, si sprechera' meno materiale, la quantita' di lavoro sara' meno pesante e anche lo sforzo economico in quanto suddivisi fra un numero maggiore di studenti

• - site model fot the future: a room could be set up in which to keep the site models that could be reused by other ateliers that will choose the same site in the following years. 3.

implementing a more sustainable consumption culture

1� Sustainability Lab Group Nr. 1

70 Sustainable Design Lab 2019/20 71 implementing sustainability / consumption Group 1 Behaviour patters of consumption at AAM

Printings

Topics

Behavior

In our school, besides all the materials used for models, one of the main waste comes from printings. Each week students produce enormous waste on paper and energy printing their drawings, because they are often required by ateliers and courses. Most of the students tend not to pay particular attention to the use of paper and print cartridges during critics, when haste and stress tarnish the minds (the end justifies the means). Re- peated printing of the same drawings by a single student, who fails to achieve the desired result, is often also the result of a failure by the university itself that it has not taught the basic concepts necessary to obtain in a print the right colors, intensity and contrasts (with small adjustments and changes in the printer settings you can get, on the first try, prints faithful to the colors you see on the screen of the computer). The responsibility for the waste of paper is not only attributable to the students, because many ateliers ask paper prints every week, requiring the maximum precision in the drawings regarding colors and lines, forcing the student to do several printing tests, not considering the possibility to use projectors and interactive whiteboards available in Accademia. The use of paper here in Accademia amounts to 46 km of paper per year (8 parcels of 48 rolls 120 m long each every year (Data provided by logistics). When we talk about plotters, besides paper waste, it is important to consider also the use of print cartridges. We talked to the logisticcs about the recycling issue. In Accademia, where prints are so frequent and numerous, it is difficult to use rechargeable print cartridges (suitable for small offices or private use), but the attitude of the academy is positive because every print car- tridge is properly recycled. Printings Food and beverage

Proposal

• - Interactive whiteboard and projector - Encourage ateliers to use the interactive whiteboards and projectors, especially during intermediate critics. This would significantly reduce the use of printers during the semester.

• - Priting courses - It could be useful, as in the case of laser printers, to establish a course through which technicians can teach students the right use of printers, so each student can calibrate his printer settings at the begging of the semester, so that the same print result can be obtained from all printers.

• - Reducing print credits - Another option would be to reduce each student s print credit, in order to riOSA use his credit more responsibly. Energy Accademia s initiatives

1� Topic Patterns of consumption 1� Sustainability Lab Group Nr. 1

72 Sustainable Design Lab 2019/20 73 implementing sustainability / consumption Group 1 Food and Beverage

Behavior

Especially during the night, the Accademia accumulates tons of garbage. A third of the students, close to the critics, for lack of time, for tiredness and laziness, prefer to have dinner at Vignetta, or to order take away food to eat directly in Accademia. Because of this, the rubbish bins are filled with piles of pizza boxes, plates and plastic cups and packs of snacks. Also the relatively low costs of food and drink of the vending machines in the Spazio Cantafora allow students to consume different quantities of plastic bottles and snacks with unsustainable packaging. Most students tend to use plastic bottles sold from the bar or vending machines. 2 out of 3 students buy a plastic bottle per day. For example, Vignetta sells around 70-80 plastic bottles every day. There are just few people who bring their own bottles to refill directly from the water distributors located in the Spazio Cantafora and on the third floor of the Canavee. There is only one place where students can heat their food that they brought from home and is only available during the opening hours of the Vignetta's office. A place that is absolutely not sponsored, in fact there are few students who are aware of its existence. Focusing on the dynamics in our caffetteria Vignetta, there are few positive aspects in its sustainable behavior avoiding the single use of plastic. For example reusable plastic glasses are given to students and clients for events and happy hours. The only single use cutlery are made of wood. At lunch and dinner there is a specific spot where you can find big containers for free and fresh water, dressings and sugar avoiding single use plastic and little sachets.

Proposal

• - Reducing the use of vending machines - they could be available only after the closing time of the Vignetta, so that they can just be available during the night and save some energy and plastic waste during the day. Moreover, by raising the costs of food and drinks of machines, the students would avoid consumption if it were not necessary.

• - Abolishing the use of plastic - The Accademia could invest in more sustainable products inside the vending machines, such as glass bottles or snacks with more sustainable packages.

• - Giving free no plastic sets of bottles and bags - The Accademia could offer a sustainable set to students at the beginning of the year, giving water bottles and bags to avoid using plastic bottles and bags for shopping of model's materials.

• - Increasing water dispensers - To encourage the student to refill his bottle, each floor of the Accade- mia could be equipped with a water dispenser.

• - Add a small kitchenette - Creating a small cooking area inside the school could be provided to encourage people to cook and to heat their own home-ready food.

• - Avoiding plastic to OSA aperitifs - OSA could adopt the same strategy as Vignetta, asking for a deposit for glasses during aperitifs, avoiding wasting hundreds of plastic glasses.

1� Topic Patters of consumption �0 Sustainability Lab Group Nr. 1

74 Sustainable Design Lab 2019/20 75 implementing sustainability / consumption Group 1 Energy

Behavior

As for the consumption related to the lighting and heating systems active 24h / 24h, the Accademia has adopted correct precautions despite the fact that the structure of the university itself, in some cases, is not entirely functional in favoring savings. The lighting is divided into different areas: each classroom has its own system that is manually adjusted each time the room is used; instead transit areas, corridors, study and computer areas, ateliers and modellistica are equipped with motion detection sensors that allow to save energy when the space is not used. All computers turn off automatically after 60 minutes of inactivity and this provides for the non-carers who forget them turned on. There are around 200 computers in Accademia, not enough for all the students it hosts. Because of this, most of the students, in order not to lose their computer positions send renders or leave long videos on to avoid shutting down the computer all night long without worring about the waste of the energy it causes. As far as the heating system is concerned, it is effective in the classrooms, but more problematic in all the other areas of the Accademia that are mostly open spaces: the Cantafora, the computer area, the modellistica, the ateliers. In this larger spaces, heat dissipates and greater energy effort is required to achieve thermal comfort that is often not achieved. Nevertheless, the internal facade of the school is particularly exposed because of the large glass facade; about 90% of the facades on the courtyard of the Canavee are made of glass. The large windows are advantageous in cold periods as the heat of the sun penetrates inside and works with the heating system. But unfortunately, at the same time these windows cause a greenhouse condition even in the hottest months, making some spaces almost unlivable.

Proposal

• - Automatic shutdown of computers - Make the automatic shutdown system more efficient, so that the computers can shut down regardless of device inactivity.

• - A better curtain system - making the curtain system more efficient especially on the most exposed facade of the Canavee would reduce the greenhouse effect and consequently the overheating of certain areas.

• - Improving the ventilation system - making the ventilation system more efficient, like a dual-flow ventilation system, would avoid compromising the efficiency of the heating system and can save energy.

• - Sharing the Accademia consumption - making students more aware of Accademia consumption could make them more responsible for engaging in inappropriate behavior and raising awareness of the

�1 Topic Patterns of consumption �� Sustainability Lab Group Nr. 1

76 Sustainable Design Lab 2019/20 77 implementing sustainability / consumption Group 1 Accademia's initiatives

AAM behavior

Raising awareness of more sustainable attitudes is now a topic addressed all over the world and for this reason several schools and universities are trying to sensitize students to more responsible and sustainable behaviors. In the last period, our Accademia has been raising some issues and several sustainable initiatives are starting, but unfortunately they are not particularly sponsored. We should all take these issues more se- riously, changing our habits to improve consumption within the university as much as we can. For this analysis of sustainable behavior within the Accademia, we have taken into consideration some initiatives that we believe it is right to mention such as the bike sharing promoted by USI or the riOSA competition that required the design of two shelves for the storage of waste material easily reusable by students for their models.

ETH and EPFL behavoir

EPFL in Lausanne and ETH in Zurich are the best examples in Switzerland of universities determined to adopt a more sustainable attitude.

• - ETH has planned a precise strategy promoting the principles of sustainable development with respect to social, environmental and financial aspects. The strategy is divided into 17 goals to be achieved by �0�0. It furnishes the technical and scientific know-how for the long- term conservation of our planet's resources, trains people to achieve these goals, integrates sustainability as a principle into its decisions and actions and is committed to dialog with society for sustainable development in Switzerland and worldwide.

• - EPFL also started in 2017 a strategy to support its campus's strong growth and strengthen culture of strong sustainability within the university. Its stragegy is based on 3 topics: towards CO2 neutrality in 2020, strong and integrated sustainability and special projects like: a platform fro creating sustainability projects for students, adaptation of external developments to climate change and urban farming.

Topic Patterns of consumption �� Sustainability Lab Group Nr. 1

78 Sustainable Design Lab 2019/20 79 implementing sustainability / consumption Group 1 AAM's initiatives

ETH and EPFL's stragegy implementing a more sustainable mobility culture

Topic Patterns of consumption

80 Sustainable Design Lab 2019/20 81 implementing sustainability / mobility Group 1 Existing behaviour patters of mobility at AAM Bike Travel at AAM

Universities is by definition a place of research, knowledge, awareness, and discussion were the future citi- In Mendrisio, parking lots are few and very expensive but zens can reflect and develop more conscious ways of participating in the society to which they belong. This this does not block students from moving from one place to principle is on the very definition of T.aT.: Students Today, Citizens Tomorrow. Universities are obliged to another inside the town. Actually, USI offers to all members introduce and consolidate sustainable concepts of mobility to people that, in a near future, will belong to the - students, professors, staff, assistants, collaborators - an an- core of the active society, not only as regular citizens but also as future community decision-makers. nual subscription to the PubliBike, a free bike sharing service. In Ticino it works just in the Lugano area at the moment. The Below a survay on 50 sudents of AAM analysing their behavior regarding mobility: lower stop to the south is in Malcantone. This service is still not really sponsored within the Accademia, unlike the USI How do you go to university? By the survay it's clear that most of the students is fortuna- Campus in Lugano which offers several stations around the tely walking to school as it is usually quite closed to studen- city and the Campus itself. Even the website it's not clear ts houses in mendrisio (7 min ca). Just a little percent use about it and it doesn't give any useful information regarding the bike, that could be implemented as an important means the topic. We found out that there are some nice cargo bikes 6% avilable in the futere for bike sharing, but still we are waiting 6% of transport. 2% to use them. Till now, here in Mendrisio, the Accademia doesn't offer this type of services, there are just few parkings for student's bicycles and no closed bike sharing points.

86% Car Travel in AAM

foot bike car train Mendrisio is a small town, every place is easily reachable by feet or bicycle. Life at Mendrisio never makes it necessary to use cars except in rare exceptional cases such as going grocery shopping or getting bulky and/ How often do you go back home? Which means of transport do you use? or heavy material for models from Brico, Coop Edile or Rezzonico. The use of cars should therefore be very limited but often we see students who use it simply to make the short route home-Accademia. It should be up to the conscience of the individual to avoid the unnecessary use of cars, in this sense the frequent presence of traffic wardens in the parking near Accademia discourages most

20% of the students whom, faced with the possibility of getting a fine, often prefer to do the route by feet. 26% 30% As said then one of the main reasons why cars are necessary is that of transportation of material for models. 44% Unfortunately one of the main problems of Mendrisio, which leads students to prefer having a car, is what the city offers to students in terms of entertainment, nightlife, clubs, restaurants, etc. The scarce offer and the monotony of the academic life pushes the students to escape, when possible, and go elsewhere to make life

54% 26% more dynamic. After a certain time in the evening connections by train decrease or run out completely, which is why cars turns out to be more convenient as they allow to go and return at any time. However, the average of cars per student is very high because most of the students are from north of Italy and they often go back home over the weekend and they prefer to go back and forth independently without 1 3 6 or more train car ﬂight depending on train times. Cars are more comfortable also if the student, as often happens, intends to bring from home food, books, washed clothes etc. clearly the train in this case is more inconvenient because it Do you own a car in Mendrisio? If yes, how often do you use it? Do you do share your car with requires traveling with few bags. Mendrisio, however, is well connected to both northern Italy (frequent trains others? to Como and Milan) and to the rest of Switzerland, so with a minimum effort of will we could avoid using cars in favor of greater use of trains.

20% 25% Often car use by students of AAM: 40%

5% 60% go to buy heavy materials-Brico go to buy heavy materials-Rezzonico go shopping in Italy-Bennet 70% 80%

yes no daily weekly monthly yes no

�� Topic Patterns of mobility �� Sustainability Lab Group Nr. 1

82 Sustainable Design Lab 2019/20 83 implementing sustainability / mobility Group 1 Air Travel in AAM Other universities dealing with... Bike-Sharing

There are different reasons that bring students to travel by plane such as workshop and excursions. But the Unicycle - Love to ride biggest use of planes in the university is by professors that weekly or twice a month have to give classes and conferences. Professors are comig from all over the world from Brasil to India. "Conference travel - as Kim- Unicycle is a pilot project founded with NUS and the Environmental Association of Universities and Colleges berly Nicholas in Data on academic flying say - is the biggest contributor to academic flying" and they could (EAUC). The goal is to get more students and staff riding bikes createne also a fun and engaging project be more credible and good models for a low-carbon culture. https://www.slideshare.net/kimberlynicholas/ through students and staff collaboration and help achieve the government's goal of doubling cycling by 2025. academic-flying. For sure traveling by plane allows some benefits, such as creating international network and experiencing Earlier this year NUS surveyed 2,000 members about cycling, and the results were fascinating: other culture, but at the same time it create a huge amount of GHG emissions and.. the number of travelers - 56% of respondents hadn't been on a bike for over a year, with women overrepresented in by plane is increasing every year! this group In the graphics below it's clear that a large quantity of carbon emission in the world is produced by planes - 45% were unaware of cycle training that was on offer at their institution and that being a professors is really commun to move by plane for conferences and researces. The last two - Those who do cycle overwhelmingly do so for transport and cite environmental reasons for graphics are really intresting as the shows how much is the productive time on different means of transport riding (this is rarely the case with respondents to our surveys in other contexts) and how much time can by saved not using the plane, but just videocalling for conferences and meetings. - 30% of students who do have access to a bike don't use it at all, despite the most important factors when travelling to University being time, cost and convenience. - Not feeling safe is the most commonly cited barrier to cycling whilst at university.

Unicycle is working to better sponsor this initiative within the universities. More than 80 universities are already part of the project, participating in the events organized by Uni- cycle, with prizes and competitions to make cycling more fun and enjoyable.

University of Manchester

In the University of Manchester, cycling is a very popular, cheap and environmentally friendly way to travel. There are parking for over 2,500 cycles across the campuses and halls of residence. A strong cycling culture exists at the University, through the Students' Union 'Biko Bike' campaign and The University of Manchester staff and postgraduate Bicycle Users' Group (UMBUG). Biko Bikes is a student-led project, which contributes to a more sustainable Manchester by promoting cycling, offering affordable bicycle rental and teaching bicycle maintenance to students.

University of Plymouth

Since the main campus is located in the city centre, and they have a student and staff population of nearly 30,000, travel and transport is an important issue. They have targets to reduce the proportion of staff and students driving to university, increasing the proportion that cycles, walks and uses public transport. The 8% of the staff commute to University by bike, beating the UK average of 2.8 per cent per cent of employee cyclists. To support cycling they run regular cycling campaigns on campus for staff and students, including bike doctor workshops, led rides, cycle maintenance courses and the sale of second hand bikes.

�� Topic Patterns of mobility �0 Sustainability Lab Group Nr. 1

84 Sustainable Design Lab 2019/20 85 implementing sustainability / mobility Group 1 Air travel Bike Travel in all universities!

Other universities initiatives to reduce CO2 emissions from academic business trips by plane. Other source In each country, a university campus will be the subject of a deep study that will characterize the mobility (Changing university culture towards reduced air travel- Background Report for the 2017 Virtual Conference patterns of academia members, assess the amount of emissions and energy consumption, and propose on University- Air Miles Reduction) and implement a series of measures to reduce these emissions and improve energy efficiency within given values. One of the most important measures is the developing of a bike sharing system within the university. Bicycle sharing systems are an increasingly popular system whereby bicycles are made available on a large scale in a city allowing people to have ready access to these public bikes rather than rely on their own bikes. Municipal governments and community groups have promoted bicycle sharing systems as part of intermodal transportation by allowing people to shift easily from transit to bicycle and back again. By making alternatives to motorized travel easily accessible, they hope to reduce the carbon footprint of commuting as well as enable residents to become healthier through exercise.

Money saver - Instead of paying for petrol or an unnecessary bus pass, invest in a bike, it'll be much more worth your while and your student loan.

Time saver - when you're in a car or on a bus you are likely to get stuck in traffic. When you're cycling the only traffic you'll need to battle is yourself! Plus grabbing your bike is much more effective when you're running late for a lecture or meeting.

Easier to park - most places and university campuses have places to lock up your bike, and you're unlikely going to have to fight for a space in the morning.

No need for the gym - You can treat your daily bike rides as a spin class and you are limited to the gym times.

Eco warrior - save the planet by using a bike. No fumes are let off from a bike and you'll be adding nothing into the atmosphere when you cycle!

�1 Topic Patterns of mobility �� Sustainability Lab Group Nr. 1

86 Sustainable Design Lab 2019/20 87 implementing sustainability / mobility Group 1 Propose and implement strategies for AAM:

Parkings for bikes Implement the space for bikes in the sorrounding of the entraces of the university in both buildings, Turconi and Canave'.

Bike pooling Estabilish bike sharing spots visible and closed to the university and many spots all around the town of Mendrisio and sorrounding. Im- plement the awereness and sponsorized the initative by giving clear information on the website and with posters in university. Rise the number of electric cargo bikes, they can be really useful to go to buy heavy materials for models instead of using the car, and t would be a nice and healthy way to make a break from the work!!

Bike paths in the town and sorroundings With safer and clearer ways students are encouraged to go ride bikes 5. in the day and at night.

Material Shop The university offer just a little shop for models material that offer MDF and cardboard. A larger variety offered by the shop could trasform the university in a more efficient organization and could help students not implementing a change to move from school to buy most of the materials. in using the buildings Seminar courses Intensive courses of few weeks could be hold by professors instead of weekly classes, for exemple for teorethical classes, to reduce the back and forth flight. Eg. "Tutela del patrimonio storico" course is actually organized like this. It is thought as a workshop at the beginning of the first semester and permit to students to be more partecipatives and not be distracted by other subjects.

Communication Intercontinental conference or PhD can be organized using video conference for remote meetings.

More sustainable transports Trains could be used for shorter distances until 1000 km.

Priorities Organize activities with low carbon footprint priority on traveling and reduce unnecessary travel. The money saved can be used for others activities such as internal research.

Economy class When travel by plane is necessary, tickets could be brought in economy class only because at least it produce much less emission than first class.

Monotorizing A good database for monitoring could be created: tracking emissions is fundamental to measure progress and decide new strategies.

�� Topic Patterns of mobility

88 Sustainable Design Lab 2019/20 89 implementing sustainability / building use Group 1 UI GreenMetric World University Ranking A DROP FOR THE OCEAN- Sustainable lifestyle

A sustainable lifestyle is a way of living that strengthens your own health, supports the well-being of other Uniform system that would be suitable to attract the people and protects the environment. It has to be applied in all the field of a person life: at home, in the free support of thousands of the world s universities and education and research setting and infrastructure time and at work and at school. Right at school is important that it take place and is supported as it is the where the results are based on a numerical score that 18% 15% origin for people education and learing values that are then applied to the habits and manners of each of us. would allow ranking so that quick comparisons could be made among them on the criteria of their commit- Who to be sustainable users? ment to addressing the problems of sustainability and environmental impact. A. Change the personal behaviors (walk, cycle, take public transports: bus and trains) The set of criteria and methodology has been careful- energy and climate change B. Experiment with alternative solutions ly thought out to be simple and easy enough to fill in transportation 21% C. Join collective action in the economic politic and cultural enviroment of the university without an inordinate amount of effort, but at the same 18% D. Organized sustainability event, project and campaign to raise awareness and change the behavour time, provide information on key indicators. The critical E. Use your own bag and refillable bottle and cup (avoid plastic and single use tools) examination of the data collection instrument will yield around 92 plastic bottles are sell every day at vignetta bar and even more in the machines> Usi set insights that can help improve it. F. Use resources responsibly, make small steps: water waste 10% turn of lights and computers, print with awereness, recycle the materials and exchange with collea- 18% gues participate to events halping the community Criterias and indicators: Many flyers could be hang all around the university to make aware and remember the students to be sustaibable users. Through nice slogan people will be educated and sensibilized becoming better greeners!! Setting and infrastructure: Waste: -The ratio of open space area towards total -Recycling program for university waste Weight of criterias on the total area; -Program to reduce the use of paper and -Area on campus covered in forest* plastic in campus* Education and research: -Area on campus covered in planted vegeta- -Organic waste treatment** -The ratio of sustainability courses towards total tion**; -Inorganic waste treatment courses/subjects** -Area on campus for water absorbance; -Toxic waste handled -The ratio of sustainability research funding -The total open space area divided by total -Sewerage disposal towards total research funding** campus population -Number of scholarly publications on environ- -University budget for sustainable effort**. ment and sustainability published -Number of scholarly events related to environ- Energy and climate change: Transportation: ment and sustainability* -Energy efficient appliances usage are repla- -The Ratio of total vehicles (cars and motor- -Number of student organizations related to cing conventional appliances; cycles) divided by total campus population environment and sustainability* -Smart Building implementation; -Shuttle service -Existence of a university-run sustainability -Number of renewable energy sources in -Zero Emission Vehicles (ZEV) policy on website *(sponsorize) campus*; campus -Existence of published sustainability report* -The total electricity usage divided by total -The ratio of Zero Emission Vehicles (ZEV) campus population (kWh per person); divided by total campus population -The ratio of renewable energy produced -Ratio of parking area to total campus area towards energy usage*; -Transportation program designed to limit or -Elements of green building implementation decrease the parking area on campus for the Example: as reflected in all construction and renovation last 3 years (from 2015 to 2017) policy -Number of transportation initiatives to The Message is the Bottle -Greenhouse gas emission reductions decrease private vehicles on campus What can be implement in AAM* program* -Pedestrian path policy on campus University of Roma Tre distributed 30.000 water flask -The ratio of total carbon footprint divided and La Sapienza start a class of Science formation campus population* for sustainibility. The aim of the initiative is to save the university and stop the plastic waste.

https://www.faccecaso.com/2019/04/18/roma-tre-pla- stica/?fbclid=IwAR2A6Jbf_7hTZ93nfts5j18cppkc- SfW-CVOSProUPZ_w7wiCjNZkOJS30cw

�� Topic Patterns of usage �� Sustainability Lab Group Nr. 1

90 Sustainable Design Lab 2019/20 91 implementing sustainability / building use Group 1 USI set: water bottle, cup, bag, shopping bag

USI water bottle USI cup to avoid the use of to avoid the use of plastics and to invite plastic cups in the drink students to fill their own dispencer bottles

Help USI being sustainable: flyers around Accademia USI bag USI shopping bag A system of flyers aimed at to avoid the use of to avoid the use of suggesting to students and staff plastic bags plastics for the shopping a more sustainable of the materials behavior in various situations through slogans. �� Topic Patterns of usage �� Sustainability Lab Group Nr. 1

92 Sustainable Design Lab 2019/20 93 implementing sustainability / building use Group 1 Group 2

Beatriz Arcari Vittoria Delfanti Carla Fidecaro An integrated Alice Mantovani sustainability strategy for AAM

94 Sustainability Lab 2019/20 95 implementing sustainability Group 2 1.1 CONCEPT

In order for sustainability to be integrated in our academic daily life in a spontaneous and efficient way, it is necessary to respond to a dynamic of demanding and offering. The need for materials and objects has to be fulfulled by those students that discard them even though they might still be useful. An exchange of discarded materials can happen only if they are stocked smartly. The furniture that will host the materials has to maintain an aesthetic identity and, at the same time, be easily accessible to everyone, even in the chaotic model making area.

Following this thinking process, our project is born from the apparently random geometry and shape that discarded pieces take. The shape itself is created from contouring curves that start from the same level and develop as the different section of a mesh, almost as model cut outs that are linked through their present lack of use.

competition entry for riOSA

3 Topic 1

96 Sustainability Lab 2019/20 97 implementing sustainability / riOSA competition Group 2 1.2 MATERIALS AND TECNIQUE 1.3 ESTIMATED COST

While keeping on with the same thought, the material that we chose had to be one of the typical materials obtained from re- All the OSB that will be necessary for the construction of both the elements of furniture can be reclaimed from the recycling claimed objects: 2mm thick OSB panels, painted grey to make more evident the texture and the colour of the objects stocked company Puricelli SA. The other material will have to be bought. inside. The assembling technique follows the principle of Ikea ready-made furniture, in which the different panels are connected Even considering to buy the OSB panels, the project would still be affordable according to the given budget. at the bottom with a base panel and then connected to each other through metal L elements, while a metal stick keeps unified the taller points. Approximative prices of the furniture components: - 250 x 125 x 2 cm OSB panels (26 chf each, the price might vary) The stocking method of the objects inside the furniture has to be as simple as possible: each one of the four sections seen in - Grey paint (10 chf each) (x3) the elevation hosts a different material, that can be then classified according to the dimension of the pieces, their thickness, etc. - 40 package bolts = 6 each (x3) - Bolted angle iron elements 50x50x35 mm 50 pezzi = 24 chf (x3) - Threaded metal bar diameter 10x1000mm = 1.98 chf (x1) 2 5 0 2 5 0 2 5 0 2 5 0 2 4 0 2 4 0 1 ' 7 3 0 1 ' 7 3 0 2 0 8 2 0 8 2 ' 0 2 ' 0 2 ' 0 2 ' 0 2 5 3 2 5 3 1 ' 2 0 1 ' 2 0 1 ' 4 8 0 1 ' 4 8 0 5 0 5 0 2 0 2 0 2 0 2 0 2 5 0 2 5 0 2 5 0 2 5 0 20 20 20 20 2 7 0 2 7 0 20 175 175 390 20 175 175 390 800 800 2 0 2 0 20 730 20 730 20 20 1'230 730 20 20 730 1'230 20 1'230 20 20175 20 175 20 175 20 117'2530 20 2 0 2 0 20 175 20 175 20 175 20 175 20 4'000 4'000 800 800

Prospetto frontale Prospetto frontale Prospetto laterale Prospetto laterale Prospetto frontale Prospetto frontale Prospetto laterale Prospetto laterale 2 0 2 0 2 0 2 0 1 7 5 1 7 5 1 7 5 1 7 5 2 0 2 0 2 0 2 0 1 7 5 1 7 5 1 7 5 1 7 5 2 0 2 0 8 0 8 0 8 0 8 0 2 0 2 0 1 7 5 1 7 5 2 0 2 0 3 7 0 3 7 0 1 7 5 1 7 5 2 0 2 0 20 730 20 730 20 2 0 20 1'230 730 20 20 730 1'230 20 1'230 20 1'230 20 2'460 2 0 20 20 2'460 20 4'000 4'000 2'500 2'500

Pianta Pianta Pianta pannelli Pianta pannelli

Library A Library B

As represented in the elevation, the A element divides, from left to right, all sorts of materials (gypsum, sand, cement, glue, GSEducationalVersion GSEducationalVersion paint), as well as paper and Plexiglas, cardboard ad MDF. The B element, on the other hand, will be used to stock, as requested, Styrofoam with different thickness and dimensions. For both the elements, in some cases, we chose to leave open the side to make it easier to stock and collect heavier and bigger materials.

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98 Sustainable Design Lab 2019/20 99 implementing sustainability / riOSA competition Group 2 1.4 CONCLUSION

The design form is considered as the final product of a comprehension and an interpretation of reclaiming reality. Therefore, the designing process is to be called inductive: we went from the single element to the general rule, and then we went back to the detail. The project goes from the discarded materials to a sense of space based on a rigid structure that is at the same time multifunctional.

implementing a more sustainable model- making culture

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100 Sustainable Design Lab 2019/20 101 Sectionimplementing sustainability / model-making Group 2 2.1 THE PROCESSES 2.2 BEHAVIOUR

When we talk about sustainability within the everyday reality of the Accademia di Architettura di Mendrisio, the first process As previously explained, the model production is one of the most polluting processes that occur within the Academy’s negatively revealed was the model production. From the middle of the semester onwards, especially with the approach of its facilities, both for the use of certain ecologically impacting materials (such as the skim coat and the cement itself) and for the end with the final reviews, the scenario is always the same. Both inside and outside the university structure, buckets full of (often general waste of the used materials. This phenomenon is visible in any atelier and, above all, in modelling space, where you can undifferentiated) waste material accumulates, materials which the logistics and cleaning staff must then manage and dismantle: see: cardboard, polystyrene, plaster, MDF, wood, cement mortar, concrete and so on. - Pieces of reusable waste material on the floor, on tables and the recycling bins. We have therefore decided to start our sustainability research on starting from this theme, from the analysis of the purchased - Recyclable waste materials such as cardboard, paper or MDF which are thrown away into the undifferentiated. materials and their function and lifespan on the Accademia. - Old study models made with various types of materials which, rather than being broken down and then recycled or reused, are thrown away as they are into the undifferentiated.

The model production, however, remains essential both for the educational purposes of the Academia’s ateliers and for the professional career of the architect, therefore, it cannot be completely replaced by three-dimensional modelling tools. However, it is important to understand how to rationalise this type of process so that sustainable thinking, required in the architect’s design activity, could be already integrated into the everyday life of the students.

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102 Sustainable Design Lab 2019/20 103 implementing sustainability / model-making Group 2 2.3 SURVEY

To understand how to intervene in this issue, first of all, we made a direct inquiry with the students to understand their modus operandi. The survey was conducted with a sample of 80 students, of which only 35 responded to questions. 7. In the last studio attended, how much did you 10. Do you think that the ease in buying these mate- spend on model material? rials affects their waste? 1. How many models do you make in one semester? 4. Who normally decides the scale and the dimension of the models?

8. Do you try to reduce the use of polluting materials 11. Where do you often buy the materials you need? (polystyrene, skim coat, etc)? 2. When making models, do you realise masks in 5. Who normally decides the material of the models? order to avoid material waste?

9. Have you ever tried to make casts with waste 12. Why do you buy there? materials? 3. Before buying new materials, do you check if you 6. Which material do you use more frequently? have any waste at home/atelier?

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104 Sustainable Design Lab 2019/20 105 implementing sustainability / model-making Group 2 From this survey, we’ve discovered that: 2.4 OTHER UNIVERSITIES

Great part of the interviewed students (50%) make at least 3 models in one semester and most (89%) make masks to optimise As a next step in the research, we talked with some students from other universities (from the ERASMUS program or external the utilisation of the material, checking if they have waste material. In most cases, are the assistants and professors who decide students matriculated for the Master at the Accademia) to understand which strategies are adopted by other academic institu- both the size (72% of cases) and the materiality (67% of cases) of the models so that it can demonstrate the design intents of the tions. students in the most empirical way possible. Although the scenario remains positive because in 94% of the cases the material used is a paper derivate (vegetable- or grey cardboard) and therefore easily recyclable, 56% of the students do not think about TU Delft the toxicity of the materials they use. Moreover, the same students (78% of the interviewees) admit that the convenience linked to the supply of bricolage materials directly influences the waste of the materials used, especially if we consider that the part of In the Technic University of Delft, although students have as a primary source a private store where they can buy both offices the models assembled during a semester is composed of study models, which lifespan reaches most a couple of weeks. (such as pens and pencils) and model materials with fairly accessible prices, they also can pick leftover or reusable pieces of different materials from apposite storage bookcases for free, a strategy that helps the sustainability of the model making process of the university. Furthermore, all the waste produces is recycled.

To make the survey more scientific, we contacted the main model materials’ suppliers of the students: Danilo Bruno, head of the However, the biggest difference between Delft and Mendrisio lies in how students approach sustainable design methods on the small materials store at the inside Accademia (on the 1st floor of the Canavee) and Luciano Rusconi, director of Brico in Ticino. ateliers. While in Delft sustainable thinking is introduced already on the first year’s ateliers, so that projects can be developed Unfortunately, however, none of them was able to provide some useful data for the research carried out. both with new technologies and with sustainable design methods, at the Accademia the subjects remains only a theoretical topic (not always mandatory).

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106 Sustainable Design Lab 2019/20 107 implementing sustainability / model-making Group 2 SUPSI Lugano 2.5 NEW TECHNOLOGIES

Although the university was one of the pioneers in the search for energy sustainability at a European level (with the 1st photo- New possible technologies could be introduced to make models more sustainable in the Accademia, both reducing and reusing voltaic system connected to the electricity grid in Europe), there is no strategy regarding the use of sustainable materials. material waste. The recycled cast, created from vegetable or animal renewable sources, such as amid, cellulose and polyactic acid (PLA), is one of these new approaches being introduced to the students trough workshops (with the collective The Active ENSA Paris-Belleville Landscape).

As for the students at the TU Delft, also at the University of Belleville, Paris, one of the adopted sustainability strategies is the disposal of waste bins on the model making space, where students are allowed to leave or take any waste material they want only by warning the model space’s supervisor. On the other hand, the possibility to use the model making space in this university is limited to a timetable and not open 24/7 as in Mendrisio, a measure which obliges the students to rationalise their time and so the construction of their models (thoughtful use of the materials).

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108 Sustainable Design Lab 2019/20 109 implementing sustainability / model-making Group 2 Also the rammed concrete could replace the normal concrete cast for the final models. This type of material is created from the Otherwise, a technology in order to recycle the diverse materials used in the Accademia is the “Rebirth Brick” created by the mix of earth (normally from the excavation during the construction process), cement and other components such as polystyre- Jiakun Architects after the Sichuan earthquake in 2008. The brick is composed by the recovery of rubble and residues from the ne (for the insulation), small pieces of wood and so on (also rammed earth could be used). This would not only have a much earthquake that are sterilised and mixed with a cement mortar, creating then lightened bricks. Also the projects uses bamboo minor environmental impact but also would minimise the model costs. sticks instead the traditional steel bars used to reinforce the wall structure. The project was presented both on the 2008 Venice Architectural Biennale and on the 2011 Shenzhen & Hong Kong bi-city Biennale.

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110 Sustainable Design Lab 2019/20 111 implementing sustainability / model-making Group 2 2.6 SOLUTIONS

First of all a part of the solution could be the integration of sustainable materials both in the construction of the models and in the projects designed on the ateliers. An ex catedra laboratory for the search of new and more sustainable methods of model making could be created. Furthermore, as proposed by the OSA, the creation of a library of waste materials (already present in other universities, such as in Paris) would considerably decrease waste and excess material buy. This library could be admi- nistered by Danilo, as well as the small material store on the first floor of the Canavee. To make this deposit work, however, it would be necessary to create a collective of students that would separate the nature and size of the waste (in exchange for small privileges, such as increases in press credit).It would be interesting to try to introduce a greater rigour regarding the model construction, with a limit to the quantity of the different types of materials used in a single model (for example wood, polystyrene and cement) to facilitate its dismantling and subsequent recycling. Even the introduction of a greater flexibility of the models, with the use of a single study model that can be modified for several weeks, could be a solution.

As already announced at the beginning of this analysis, the production of models in the Academy could not simply be stopped or replaced by the use of three-dimensional modelling programs, because it is an essential learning method used by the ateliers. Questioning the materials and construction methods, beyond the size of the models, creating a greater dialogue between students and teachers could make the realisation of the models optimised. Students must also do their part through a more conscious and rational design of the models created during the semester.

In conclusion, all these strategies can only be applied through a high level of communication between students, professors and 3. their assistants, and the direction of the Academy. implementing a more sustainable consumption culture

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112 Sustainable Design Lab 2019/20 113 Sectionimplementing sustainability / consumption Group 2 3.1 THE PROCESSES 3.2 BEHAVIOUR

After analyzing the most evidently environmental impact process that occurs within the university, which is the construction of Prints: The ateliers in the Accademia are organised in a way that every week, on Thursdays and Fridays, project critics are held. the design models, it was important to analyze which influenced processes influence the sustainability of the Academy. After These can be hung up or at the table and can only count with the assistants or even with the professor. However, every week, observing and analyzing the students’ behavior during a week, we discovered that there are 2 other known processes that need especially in the days of the atelier, the scenario is the same: to be managed in a more accurate and optimized way: prints and snacks (machines). - Sheets on the ground (blank and printed) - Many prints in the plotters that, at times, are also forgotten there - Many prints thrown away in the buckets for some press mistake

Obviously, printing is a part of the job and the intention is not to suggest a complete digitalisation of the work done in the university. The intention is instead to understand why so much paper and ink are consumed without discernment: perhaps for the ease of refuelling (A4 / A3) or for the unnecessary printing only for “safety” (in having the material) of multiple copies.

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114 Sustainable Design Lab 2019/20 115 implementing sustainability / consumption Group 2 Snacks: The other topic which analysed is the issue of the waste created by automatic coffee and snack machines. It is a com- 3.3 SURVEY mon situation to see the ateliers full of the remains of daily or nocturne coffee breaks, specially before Thursday. As long as the semester goes on, the amount of waste from the machines increases at the university: To analyse the students’ behaviour regarding the processes described above in a more scientific way, we did a survey with a sample of 80 students, from which only 20 responded to the questions. - PET bottles - Plastic coffee cups 1. On average how many prints (with the plotter) do 4. How many A3/A4 prints do you make per week? - Snacks packings you make per week?

2. On average how many colour prints (with the plot- 5. Once the weekly critique has been done, do you ter) do you do per week? reuse the prints as basis for design sketches (instead of the sketch paper)?

3.Do the teachers/assistants ask for new prints every 6. How much do you spend on prints every year? week (including unchanged project parts)?

Surely one of the factors for this behaviour is the lack of time on the routine of the students for preparing food or drinks to go. In any case, given that the machines are not energetically sustainable and provide food that can be bought at the Vignetta bar, it is essential to understand what could be the intervention measures to change this situation.

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116 Sustainable Design Lab 2019/20 117 implementing sustainability / consumption Group 2 From this survey, we’ve discovered that:

Regarding prints, most of the students make a considerable number both of plotter prints per week (55% of students make 2-3 7. Would you print less if possible? 10. Do you buy food from the machines? prints and 65% at least one of these colour prints) and of A4 / A3 prints (45% of students makes more than 6 prints). However, this behaviour does not comes from the students by their own because 85% of them would print less if possible and 85% of them reuse the printed paper. This “printing” behaviour is strongly influenced by the working method of the ateliers (70% of the prints are made by formality and not by necessity). The conclusion that could be drawn from this survey is therefore that it would be necessary to change the way in which prints are managed inside the ateliers, perhaps trying to insert more content (in a rational way) on the tables and printing only the necessary for the table reviews (and all the material only for midterm and final reviews).

8. How many times in a week do you use the machi- 11. Where do you often buy the materials you need? nes?

9. Do you find the presence of the machines neces- 12. Do you use only coffee makers? sary?

The issue of snacks sold by automatic machines has instead divided the students: a little more than the half of the interviewees use the automatic snack machines at least once a week (60%) and most only use them for coffee (55%). At the same time, almost half of the students (40%) do not find the presence of the machines necessary and all the interviewees do not use them for lack of time in the preparation of food or drinks to go, but rather for convenience.

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118 Sustainable Design Lab 2019/20 119 implementing sustainability / consumption Group 2 This makes us think that the replacement of the machines, especially that of the snacks, would be feasible, both because they 3.4 OTHER UNIVERSITIES do not offer a healthy choice of food, the price is not so competitive with the ones from the Vignetta bar, and because most of the students do not use them regularly. TU Delft

To make this a more scientific research, we first contacted the Accademia’s IT technicians to understand what is really printed For the printings it works differently in Delft than in Mendrisio: there are no printing credits. What the student have instead are over a semester by the students. The quantities that emerged summarise the problem of prints: 90,000 square meters of prin- paid A4 /A3 printers and a private shop with the plotters at fairly high costs (about 10 € for a medium quality A0). Also, even ted paper equals approx. 18 trees per semester (data extracted from focus.it, where 79’500 sheets of A4, that is 4’958.42 square the A4 /A3 printer trails are locked to prevent students from taking white sheets in unreasonable quantities. All this means that meters of paper, are produced from a pine of medium diameter and 15 meters in height). the students are obliged to rationalise the use of the prints (to spend only what is necessary). Furthermore, most professors do presentations with projectors, requesting prints only for final reviews, and all the waste produced is recycled, such as coffee Then we wrote to the vending machine company to know about the consumption data, but we didn’t receive any answer. cups, which can be replaced with students’ mugs on the coffee machines. There are also special vending machines which sell pre-cooked frozen meals, served in recycled recipients, called “The Tasty Box”.

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120 Sustainable Design Lab 2019/20 121 implementing sustainability / consumption Group 2 However, the biggest difference between Delft and Mendrisio lies in how students approach sustainable design in the ateliers. SUPSI Lugano While in Delft “sustainability” is introduced on the ateliers since the first semester of the first bachelor, so that projects can be developed both with new technologies and with sustainable design methods, at the Accademia sustainable design remains Also at the SUPSI in Lugano, one of the strategies to reduce paper waste is to use the projector during the reviews and not to only a theoretical subject (not always mandatory). give a press credit to the students, which obliges them to reduce the number of prints for saving money. Instead, regarding the materials for the models or the snacks offered by the machines, there are no strategies applied.

Study program of Delft University

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122 Sustainable Design Lab 2019/20 123 implementing sustainability / consumption Group 2 ENSA Paris-Belleville 3.5 NEW TECHNOLOGIES

In this University there is not a whole defined strategy to increase sustainability inside the school and for the printings it works Regarding new possible technologies, we have analysed some examples that shows the use of recycled paper as a construction as in the Accademia, with a rechargeable card (but not with a given credit). There is although the effort to make students aware material, a technology developed from the BAMP! Project. They studied how paper packaging material could be transformed of the topic. For example, some of the design ateliers might propose a waste and recycling centre as a program for the semester into a building material, with focus on how to optimise the construction process. Paper or cellulose are already used for insu- project. Unfortunately, being the French architecture schools derived from the fine arts academies, the main focus is on the lating materials, but this research presents a new building material made primarily of recycled paper. However the biggest aesthetic side rather than the construction and energy analysis. problem regards its durability, so the use of this new material is possible only after a chemical pre-treatment for increasing the usage-cycle duration. Another technology is the Ecocell, a construction material which combines recycled cardboard with cements and other components in order to make flame resistant and waterproof honeycomb panels (a form which also gua- rantees thermal insulation). Combined with other construction materials it can stand great static loads but rather with a much lower energy budget compared to other concrete structures.

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124 Sustainable Design Lab 2019/20 125 implementing sustainability / consumption Group 2 Another interesting paper-recycling technology is the one developed by the designer Tim Teven, who created furniture and Regarding the plastic waste produced by the vending machines on the Accademia, an interesting recycling technology was building blocks using recycled paper fibre and other recycling-process’ waste, combined with mineral pigments. developed on the EcoARK pavilion constructed for the 2010 EXPO in Taipei. The pavilion enclosure was built using 1.5 million POLLI-bricks: modular blocks with a honeycomb structure obtained from PET containers. Another intelligent approach to plastic recycling is the on of ecoBirdy, a new children’s furniture brand which uses 100% recycled plastic.

All these new technologies both to paper and plastic recycling could save as inspiration for the creation of a applied sustainability research lab, where the Accademia students could design new ways of constructing models, furniture and buildings, focusing on the theme of material reuse.

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126 Sustainable Design Lab 2019/20 127 implementing sustainability / consumption Group 2 3.6 SOLUTIONS

Regarding the paper consumption in Accademia, a possible solution could be connected to the use of the projector for the table critics and the creation of a rigour on the ateliers for a major synthesis of content presented on the layouts printed. Both are valid and easily feasible solutions. Moreover, even the use of recycled paper for A3/A4 printers might be plausible: different types of recycled paper could be used for presentation or draft plots.

Regarding the issue of the snacks and coffee automatic machines, from the survey it is clear that the presence of the Vignetta bar could replace the presence of the snack machines on the inside of the Accademia, but on the other, it is essential the presence of a 24-hour service offering coffee at affordable prices. Then, since it is the coffee machine which is the most used and unreplaceable, a possible solution would be to replace the coffee machines with newer ones that could allow the use of personal mugs (maybe the ones already sold by the Accademia) rather than disposable cups (as in the TU Delft).

implementing a more sustainable mobility culture

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128 Sustainable Design Lab 2019/20 129 implementing sustainability / mobility Group 2 4.1 THE PROCESSES 4.2 BEHAVIOUR

Mobility is the fourth factor that our research aims to analyse because of its strong influence on the issue of sustainability. 4.2.1 Mobility in Canton Ticino The first part of the analysis, in order to give a general overview, deals with the mobility in Canton Ticino, based on a research carried out in 2018 by the Department of the Territory, transport section. According to data collected by the Department of the Territory - transport sector, we have a general picture of the evolution of public transport by rail (a regional scale) and by road, of individual motorized traffic and cycle traffic. The report presents the The second part concerns the sphere of mobility linked to the Academy: after observing the daily behaviour of the students and evolution in recent years up to and including 2018. Unless otherwise specified, the data are compared with 2017. starting from our personal experiences in this field, we have identified two aspects to be analysed under these theme: Public transport by rail: - Mobility to get to Mendrisio In 2018, regional trains (TILO, FLP, FART) transported 14.4 million passengers to Ticino, recording a drop of 1.4%. - Mobility in Mendrisio Between 05:00 and 09:00 there were the most number of passengers entering the railway crossing and the most used line is the RE coming from Milan. In the following time slots the number of passengers is less than in the morning time slots.

Evolution of bus users in the period 2010-2018, daily average TILO and Alptransit situation in 2020

Average daily load from Monday to Friday, RegioExpress TILO 2017-2018

Public transport by road: In 2018 the global volume of passengers carried was 31.1 million. The Luganese and Mendrisiotto showed a light decrease in 2018 (-0.7% and -1.3%), and especially during Sunday and holidays the Mendrisiotto showed another important decrees: -6.8% passengers. However during weekdays, the average number of passengers per day in Ticino was 104,524 units.

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130 Sustainable Design Lab 2019/20 131 implementing sustainability / mobility Group 2 Rail line TILO and FLP, daily load diagram 2018 Zone plan: rail and public traffic

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132 Sustainable Design Lab 2019/20 133 implementing sustainability / mobility Group 2 Cycle mobility:

The cycle network is made up of routes of national, cantonal and regional importance of a rather tourist nature and routes of local importance which complete the network from a mainly utilitarian point of view. All the stations show seasonal variations, with significantly higher averages in the summer months than in the rest of the year. Today the cycle network of cantonal jurisdiction includes about 365 km of marked routes. Of these, around 325 km are included in the SwitzerlandMobility slow traffic network. With the implementation of all the cycle paths of cantonal competence, a doubling of the kilometers of marked routes is expected, for a total of about 560 km (2025/2030).

For this reason, the canton promotes both bike sharing systems and the public transport - bicycle combination with special offers. In the event of very busy peak times when bicycles cannot be loaded into trains, the canton and SBB ensure that comfortable parking spaces are available at the stations.

ROVIO

RIVA SAN VITALE

MENDRISIO

STABIO

Legenda

Percorso Nazionale

Percorso Cantonale

Percorso Regionale CHIASSO

Cicle mobility in Mendrisiotto

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134 Sustainable Design Lab 2019/20 135 implementing sustainability / mobility Group 2 Individual motorized traffic:

In Ticino, after 2016, a record year for the number of cars registered by ratio to the resident population, there is a drop in the motorization rate (from 638 cars per 1,000 inhabitants in 2016 to 635 in 2018). Canton Ticino is however confirmed to be one of the most motorized in Switzerland. At regional level, compared to 2017, Mendrisiotto is the region with the highest motorization rate, that recorded a further increase of 0.2%, reaching 669 cars per 1,000 inhabitants.

Furthermore, Mendrisiotto, with its 13 crossings, is the region with the most cross-border transits (approx. 122,000 daily) and on whose territory the three busiest crossings insist.

Traffic diagram 2018: average annual load

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136 Sustainable Design Lab 2019/20 137 implementing sustainability / mobility Group 2 During the months of October and November 2018, a specific investigation was conducted on cross-border traffic among users of motorized individual transport entering Ticino and users of public rail transport (regional traffic).

Regarding the motorized individual transport most of the interviewees (60%) move to go to work (commuters), 17% for leisure, 13% for purchases (45% of which for the purchase of gasoline), in 5% of cases for business travel, 4% for services (post, bank, medical visits, etc.) and the remaining 1% for other reasons. Analyzing the data by time slots, it can be seen that commuter traffic is prevalent in the time slot 06: 00-09: 00 (87%). During the day the most significant traffic is generated above all by trips for shopping and for leisure.

The average occupancy rate is 1.26 people per car. So on average only one person per car. Employment then varies according to the purpose of the move: leisure trips record the highest occupancy rate, while commuting trips record the lowest rate.

The reason why they chose individual motorized transport is 33% for comfort; the “lack of alternative” is the reason given by 48% of drivers, followed by the advantage in the duration of the trip (9%); 4% of respondents said they needed a car for business travel; 4% of the interviewees then provided other reasons, such as the transport of bulky items (0.9%) or the cost (0.7%). The choice of the car also depends on the capillarity of public transport in the places of origin and destination of the move.

Regarding the public rail transport the moving for work is indicated as the first reason, leisure time as the second reason for travel and study (training) only as a third reason. Business trips are the fourth reason while those for purchases cover only 3%.

Classificazione Rete di base Rete complementare Atre strade cantonali

Road network

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138 Sustainable Design Lab 2019/20 139 implementing sustainability / mobility Group 2 4.2.2 Mobility to get to Mendrisio 4.2.3 Mobility in Mendrisio

Mendrisio is characterised by being a multicultural university, having many students from different parts of Europe and some It is very common in the Academy to find with the Canavee parking lot full of student cars while only a few bike seats are occu- from America or Asia. For this reason, the first aspect to which the theme of mobility-related to the establishment of the Aca- pied. Many normally walk to get to the university, but when it comes to buying model material or shopping, many prefer to use demy is linked is that of the students to reach Mendrisio from their hometown. the car. It is therefore important to analyse how the students move once they arrive in the village of Mendrisio and why they use certain means of transport to the detriment of others. Some of the students live too far away to use transport modes such as a car or train to get to Mendrisio, having, as a matter of time and economic expenditure, the plane as the best alternative. A large part of the students, however, uses the train and, above all, the car as transport. Unfortunately Lugano airport has recently stopped making scheduled flights and is reserved only for a few private flights. Ticino has thus lost an important connection.

Moreover, especially during the final critics periods most of the student that lives near Mendrisio, like Stabio, Lugano etc.. prefers to move with their car in order to have a more comfort and independence transport for the return at night. It is therefore important to understand the behaviours of these students regarding their mobility to be able to propose more sustainable solutions for transport.

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140 Sustainable Design Lab 2019/20 141 implementing sustainability / mobility Group 2 4.3 SURVEY Mobility in Mendrisio:

To scientifically analyse the behaviours listed above, we sent a survey for 80 students, of which only 35 responded.

Mobility to get to Mendrisio: 1. Are you from Mendrisio? 4. Which transport modes do you use more to return 7. Do you live in Mendrisio during the semester? 10. Why do you often use this type of transport? home?

2. If not, how many miles away is your hometown 5. Why do you often use this type of transport? 8. How far is your accommodation from the Academy? 11. If you have to use the Machine in Mendrisio, do from Mendrisio? you carpool?

3. How many times during the semester do you 6. When you drive, do you carpool to spend and 9. How do you normally move in Mendrisio? return home? consume less?

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142 Sustainable Design Lab 2019/20 143 implementing sustainability / mobility Group 2 From this survey, we’ve discovered that: 4.4 OTHER UNIVERSITIES

Regarding the transport to Mendrisio, the vast majority of the students who attend the Accademia are not local and a good part TU Delft of these students (41.2%) have their hometown more than 200km away from Mendrisio. It can be seen, however, that another important part of the students (20.6%) attending the university lives less than 50km from Mendrisio. This implies, as confirmed From the Delft website, we can immediately understand the direction they are taking in the context of mobility. Around 27.000 by the survey, that students who live relatively close, especially those who return home every day (14.7%), use the machine people use the campus every day between students, scientists, visitors and staff, and that number is set to increase during the when they return home (38.2%), while students who live far away prefer the train (52.9%). The problem, is seen above all, in the coming years. The increase in the demand for parking space and in CO2 emissions puts a lot of pressure on the campus’ goal to fact that when the students interviewed have to take the car to come to Mendrisio, only 32.4% does carpool. become a green, park-like environment that can be explored on foot and is carbon-neutral. What has to be achieved is a place where the limited space is intelligently used and where the use of sustainable transport is stimulated. Since most of the students have their hometown too far from the Accademia (79.4% live more than 50km from Mendrisio) to A priority is given to those travelling by public transport, by bike or on foot, even though the campus will continue to be acces- return home everyday, they stay in Mendrisio during the semester. This also means that the issue of mobility within the city of sible by car. Attention will focus on the network of cycle paths and pedestrian routes on the whole campus area, and bicycle and Mendrisio is an important topic. car traffic will be separated as much as possible in order to tackle safety bottlenecks.

Despite 82.3% of students live less than 10 min. from the university and 97.1% of them normally walk to get to the university, the use of the machine, when necessary (to buy materials, do the shopping, etc.), is a problem since only 44.1% of students does carpool.

Moreover, the train station will be better served by more trains in both direction, with the integration of a tunnel, while a new cycle bridge will connect the campus to the station and a tramline coming from Delft central station will be extended to the south of the campus. About the cars, the measures taken will make sure that every driver quickly finds the nearest parking spot at the edge of the campus, in order to continue his journey by foot.

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144 Sustainable Design Lab 2019/20 145 implementing sustainability / mobility Group 2 SUPSI Lugano ENSA Paris-Belleville

Along with the sustainability ideas taught in the school, the SUPSI in Lugano promotes the use of public transport and other In Paris, almost every student, if not everyone in the city, has a public transport pass. There is of course a discount if you are a forms of low carbon emission mobility. For example, there is a special discount for the Arcobaleno pass, that lets both students student, and the subway is actually very efficient and practical, while the traffic is almost impossible to deal with. The universi- and teachers take any form of public transport in the Lugano zone. There is also an e-bike service, along with a car sharing sy- ties usually do not have parking spots, and it is also true that there are not any students that use a car to get to uni. The same stem that lets everyone exploit the five places of a car with a reduction of the space occupied in parking spots and a relevant can be said about the teachers. First of all, professors are locals and therefore they do not need to get to Paris with a train or reduction of emissions. a plane, but they will only need a subway or a bike to go to work. Even though the bike lane net could be more taken care of (the lanes are not very wide and sometimes they are not protected enough from the traffic), there is an efficient system of bike, electric scooter and moped sharing.

The whole network is based on apps that let you rent anything while paying for the time you will be using it, like in many other cities. The fact that you can leave the scooter everywhere you’d like increments the use of it, even though paying 2 € for fifteen minutes might not encourage students to take it everyday to go to uni, but at least it gives an alternative to mainstream public transport. Subway may be powered by electricity but buses are still powered mainly with gas fuel.

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146 Sustainable Design Lab 2019/20 147 implementing sustainability / mobility Group 2 4.5 NEW STRATEGIES Bike4car: It is an initiative of SwitzerlandEnergy in collaboration with various partners, which offers motorists the opportunity to try alternative travel modes to the private vehicle for commercial journeys. In exchange for the keys to your vehicle, they will Since the 1990s, the Canton has been active in the development of infrastructures aimed at promoting bicycle mobility. receive - for the duration of two weeks and a free title - an electric bicycle under test and a Mobility car sharing subscription valid The creation of slow mobility networks is in line with the aim of aiming at the development of integrated mobility networks, in for four months. (latest update of informations on 2016) which all transport carriers (cars, public transport by road and rail, bicycles and pedestrians) are strengthened in complemen- tary and intermodality is promoted. Flexi Card: are day cards issued by the Swiss Federal Railways that allow you to travel on the national territory with public tran- Also Mendrisio since several years has been integrating various systems to promote slow and sustainable mobility. sport, in second class at a discounted cost.

Move better!: Mendrisiotto is about to become a cross-border experimentation region for sustainable mobility. Public transport “Mendrisio by bike”. Is a project to promote slow mobility and physical movement. It offers incentives to develop more sustai- has a crucial role to play, which should double the offer by 2030. The project is called “Move better!” and aims to make each of us nable local mobility through the purchase and use of electric bicycles, which prove to be suitable for dealing with daily commu- find the most suitable means and mode of transport for each case, but also by reducing the number of journeys by promoting ting. Electrically assisted pedaling offers an alternative travel opportunity to many people! ecological delivery services. Thanks to the collaboration with the Lombardy Region, the border area will also be involved.

MENDRISIO IN BICI Incentivo per una mobilità più sostenibile BIKE4CAR.CHI residenti e le aziende con meno di 10 collaboratori insediate nella Città di Mendrisio possono richiedere l’incentivo E-BIKE Scambia«Mendrisio per due insettimane bici» per la tua auto con un’e-bike. Mobility Carsharing 4 ti regala inoltre un abbonamento di prova di quattro mesi. in palio! L’ACQUISTO DI UNA BICICLETTA ELETTRICA (E-BIKE) OPPURE L’ACQUISTO DELLA BATTERIA SOSTITUTIVA RegistratiL’ACQUISTO subito conDELL’EQUIPA questa cartolinaGGIAMENTO o su www.bike4car.ch PER LA MODIFICA DI UNA BICICLETTA TRADIZIONALE > Rimborso: 10% della spesa fino a un massimo di CHF 100.– (IVA compresa). > Rimborso: 20% della spesa fino a un massimo di CHF 500.– > Diritto all’incentivo: ogni 3 anni. (IVA compresa). I residenti hanno diritto a 1 batteria; le aziende a 2 batterie. > Diritto all’incentivo: ogni 5 anni. Nei primi 3 anni, non è pos- > La richiesta deve avvenire attraverso lettera semplice, unita- sibile rivendere l’e-bike a persone non residenti in città. Pena la mente agli allegati citati nella specifica ordinanza. restituzione parziale o totale dell’incentivo. I residenti hanno diritto a 1 e-bike oppure all’equipaggiamento MODALITÀ E CONDIZIONI per la modifica di 1 bicicletta tradizionale; le aziende a 2 e-bike oppure all’equipaggiamento per la modifica di 2 biciclette tra- > L’e-bike, l’equipaggiamento e la batteria possono essere acqui- dizionali. stati presso qualsiasi rivenditore in Svizzera. Attenzione: la richie- > La richiesta deve avvenire attraverso l’apposito formulario, sta per l’ottenimento dell’incentivo sull’e-bike o sull’equipaggia- disponibile su mendrisio.ch o agli sportelli di quartiere, unita- mento non è cumulabile nello stesso periodo con la richiesta per mente agli allegati citati nella specifica ordinanza. l’ottenimento dell’incentivo sulla batteria. > I dettagli per ottenere l’incentivo «Mendrisio in bici» sono mendrisio.ch ebiketicino.ch contenuti nell’Ordinanza municipale concernente l’attribu- zione di un incentivo per l’acquisto di una bicicletta elettri- MENDRISIO TIFA PER ca o per la sostituzione della batteria in vigore dal 3 ottobre LA MOBILITÀ LENTA! In collaborazione con !2018, disponibile su mendrisio.ch o agli sportelli di quartiere.

TILO and Alptransit situation in 2030/40

Carvelo2go service: The system was inaugurated on May of 2019 in Mendrisio. It allows the use in sharing of bikes that also allow the transport of children and luggage. The cargo bike can be hired by the hour and is available from different point (shop, office ..), in different areas of the city.

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148 Sustainable Design Lab 2019/20 149 implementing sustainability / mobility Group 2 Mobility car sharing: Is a system for sharing and renting a car at any time of the day or night according to your needs. It has 2600 MobAlt: Is a pilot project started in 2015 of alternative mobility for Mendrisio companies. Shuttles, carpooling, electric bikes are vehicles to be shared throughout Switzerland 24 hours a day. It allows you to reduce private traffic on the roads and save money. proposed. Mendrisio is thus the first Ticino mobility center which, through a simple application, allows you to view and choose In Mendrisio, there are 4 cars in 2 locations: 2 in the multi-storey car park in via Municipio and 2 in the station car park respecti- the customized mobility alternatives on the home-work journey that the various companies offer. vely. (latest update of informations on 2016) Bike to work: It is a Swiss initiative aimed at companies to promote commuting from home to work. In Ticino it is promoted by Pedibus: Is a system that encourages even the little ones, inviting to walk the journey home-school on foot. The parents take the Pro Velo Ticino Association and generally takes place during the month of June. Mendrisio has been taking part in it since turns to accompany the groups of children on the paths marked with signs and cute colored feet. At the end of the school year 2010. Consist in cycling at least half of the daily commute from home to work. (latest update of informations on 2016) all participants receive a gift! Public transport passes: Incentives for all residents in the amount of 15% of the cost paid for the purchase of monthly and an- Pool2job - corporate car pooling: It is a service promoted by Ticino companies operating in the mobility and business consultan- nual FSS, Arcobaleno passes in order to encourage the use of public transport. (latest update of information on 2018) cy sector. It is supported by SvizzeraEnergia, the territorial department and the city of Mendrisio. By joining the program, each user accesses the reserved area of the platform where it is possible to view interactive maps, the search and matching of people and routes, meeting points, stands, etc.

Mobility car sharing Semplice, flessibile, vantaggioso Ora 4 veicoli anche a Mendrisio!

2700 automobili da condividere 1. PRENOTARE 3. RICONSEGNARE in tutta la Svizzera • app mobility car • Parcheggiare in una postazione disponibili 24h • web mobility.ch mobility car sharing • mobile m.mobility.ch • Terminare la riservazione Postazioni a Mendrisio • Tel. 0848 824 812 (24h) con il computer di bordo • 2 auto all’autosilo • Richiudere l’auto con la di via Municipio (NUOVO!) 2. VIAGGIARE mobility card • 2 auto alla stazione Ffs • Aprire il veicolo con la mobility card ricevuta 4. PAGARE • Avviare il motore con la • Fattura periodica dettagliata mobility.ch chiave custodita nell’auto • Già a partire da Chf 40.-

Casa lavoro viaggiare insieme a tutti Conviene!

Electric mobility - charging stations: Emotì, the electromobility, is a new high-performance charging network for public access All this strategies contributes to the achievement of the goals of the City of Energy certification and supports slow mobility for registered emoti electric vehicles. (latest update of informations on 2018) incentive of “Mendrisio by bike”.

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150 Sustainable Design Lab 2019/20 151 implementing sustainability / mobility Group 2 4.6 SOLUTIONS

In addition to the quantitative questions of the survey, the students were asked which could be the possible strategies or solutions to reduce the emissions deriving from their mobility.

To reduce the amount of transport emissions to Mendrisio, many students suggested the creation of a carpooling platform for student (like the pool2job for companies), so that students who have the same cities of origin can organise themselves to return home together, reducing their CO2 emissions in a practical and also safe way, since the student should not drive alone but have a support in case of fatigue. Others have suggested that the university could organise meetings to inform students about their ecological footprint, so that they can make more sustainable choices regarding their mobility, even for their life outside Mendrisio.

On the other hand, for moving around the city, many have proposed the installation of electric bikes by the university, which can only be used by students, with the academy card as a “pass”. Furthermore, the creation of a car-sharing system (as already present in Lugano) and a small Brico within the campus of the university were also proposed, a factor that would significantly reduce students car rides within the city (most of the time the use of the car is for buying the material for atelier models at the Brico). 5.

implementing a change in using the buildings

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152 Sustainable Design Lab 2019/20 153 implementing sustainability / building use Group 2 5.1 THE PROCESSES 5.2 BEHAVIOUR

When we talk about sustainability within the everyday reality of the Accademia di Architettura di Mendrisio, another important The student: process is the energy consumption. Computers, printers, lasers, modeling machines, open windows and doors, the large quantity of lights always on, all contribute to a huge final energy value. As students are the main addicted to the university campus, their behaviour is one of the main factors influencing the energy expenditure in the Accademia. These behaviours, in turn, can be divided between the inevitable and the avoidable ones. After observing the daily behaviour of the students and starting from our personal experiences in this regard, we have decom- The avoidable behaviours are those that are inseparable from the activity of the student of architecture, that is the recharging posed the theme linking it to three main subjects: of computers and other electronic devices, and the use of the laser cutting machine, which consumes an important amount of energy. - The students - The professors/assistants - Administration

The avoidable behaviours, instead, are those derived from or a lack of communication between the students and the logistics/ professors, exemplified in the constant opening of the windows in an uncontrolled way to regulate the temperature inside the ateliers, or by a lack of discernment in the modus operandi of the students who attend the Accademia, such as leaving computers (and even monitors) turned on without working actively as happens frequently on the 3rd floor of the Canavee building.

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154 Sustainable Design Lab 2019/20 155 implementing sustainability / building use Group 2 The professors/assistants: Administration:

The professors and assistants are, of the three subjects analysed, those who should have less impact on the energy consumption Among the subjects listed is the administration, with its decisions regarding the management of the plant and the maintenance of the university, given that many of them come to the Accademia only once or twice a week, some even less. interventions, the one that most influences the energy expenditure in the Accademia. Many times the problem is not only of a constructive nature but also generated by a lack of communication between the students and the faculty with logistics. Despite this occasional frequency of many of them, one should still investigate whether there are energetically inefficient behaviours that lead to energy waste, as well as leaving the open windows of one’s room generating a dispersion of heat from the This lack occurs mainly in everyday situations such as the constant opening of the windows to regulate the temperature inside inside, the reckless adjustment. the temperature of the radiators, leaving the lights on even if there is a sufficient supply of the buildings, the presence of coffee machines and snacks, which are not efficient, and in the lights of the ateliers that have a natural light or if the room is empty. timer that is too long and sometimes they remain without access.

Furthermore, there would be the question of summer and winter locks, which are too short and do not consider that most of the students return home immediately after the final criticism, causing the Canavee and Turconi buildings to remain open and functioning (with heating systems and energised lights).

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156 Sustainable Design Lab 2019/20 157 implementing sustainability / building use Group 2 5.3 SURVEY

To scientifically analyse the behaviours listed above, we sent a survey for 80 students, of which only 35 responded. 7. How many times in a semester do you use the laser 10. Would you be in favour of an increase in the clo- machines of the Accademia? sing period of the Accademia, in addition to the two 1. How many times a day do you recharge the com- 4. If you happen to leave your pc on the 3rd floor of summer/winter weeks (excluding the library)? puter into the Accademia? the Canavee, why?

2. Do you happen to use the PC on the 3rd floor of 5. If you happen to leave your pc on the 3rd floor of 8. How many times during the week do you open the 11. Do you think that energy consumption in the the Canavee and then leave it on? the Canavee, how many times in a month? windows in the atelier to adjust the temperature? Accademia is underestimated?

3. If you happen to leave your pc on the 3rd floor of 6. If you leave the PC on during the night, turn off the 9. Would you be in favour of a reduction in the tem- 12. Who most negatively influences (through reque- the Canavee, when do you do it? screen? perature provided by the heating system to reduce sts or a bad example) the behaviour of students regar- the Accademia’s consumption? ding the energy consumption on the Accademia?

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158 Sustainable Design Lab 2019/20 159 implementing sustainability / building use Group 2 From this survey, we have discovered that: In all our research we used the survey as a fundamental component, but in the case of energy consumption we also needed some precise data in order to confront what the users do with the consequences on the building that is being used. We searched As we imagined, most students (80%) charge the laptop at the Accademia at least once a day, which makes up an inevitable for the energy data regarding the accademia, in particular the Canavee building. energy expenditure in an architecture faculty. At the same time, however, a substantial part of the students (54.3%) use the Given the imposing surface of the roof, a large amount of photovoltaic panels have been positioned, whose production is di- computers on the 3rd floor of the Canavee and then leave it on, especially during the day (51.5%) and, not because it leaves him rectly fed into the network. The quantity produced by photovoltaics is 180,000 kWh per year. to make a render (only in 15.2% of the cases) or to hold the pc (21.2% of the cases), but instead (48.5%) because after discon- When we discovered that 80% of the students charge their computers in the university at least once a day, we also wanted to necting the account, it does not turn off the PC. Many (21.2%) do it every week and do not turn off the screen (29.4%). understand the impact of this behaviour which is, of course, necessary, as our pc is our most used equipment. We were also interested in the energy consumption regarding heating and ventilation, and we were finally able to obtain some interesting Another problem concerns the regulation of the temperature inside the buildings, where 60% of the students open the win- data. For a start, we now know that the estimated consumption regarding the informatic equipment – beamers, printers, plot- dows at least once a week to circulate the air, thus creating heat dispersion. Despite this, most of them (62.9%) are not in favour ters, laserMappatura cut machines, etc – can potenziale reach 117 432 kWh solareper year, of which coperture 64 072 kWh are givenedifici only by the servers space. This is of reducing the temperature of the heating system. On the other hand, many (66.7%) are in favour of an increase in the univer- a pretty high number, especially when we confront it with the estimated consumption of the heating system (27 010 kWh) and sity’s closure period to reduce consumption. of the ventilationCanton system Ticino (59 689 kWh).

Canavée

www.oasi.ti.ch ‐> mappatura solare coperture Canton Ticino

Fonte/source: http://www.oasi.ti.ch/web/catasti/mappatura‐solare.html

In general, in 2018 the consumption of the Canavèe is of electric 403’000 kWh and of GAS 624’000 kWh.

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160 Sustainable Design Lab 2019/20 161 implementing sustainability / building use Group 2 The first graph gave us information on energy consumption in Switzerland. We can see a major decrease in the last period, also The first graph rapresent the Canavee building’s energy consumption divided by floors – information given by the separaten thanks to the government’s financial incentives for new private buildings that get the Minergie certification. counters. As we can see, the different functions of each floor lead to a different way of using energy, and it easily understandable that the major energy consumption for the building comes from the electricity that the third floor needs for all the computers. The second graph rapresent the estimated annual consumption inside the Canavee building, divided by type of electrical equipment. The second one instead rapresent the Canavee building’s monthly consumption according to AIM data from 2015 and 2016. We notice a slight decrease, except for the month of December.

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162 Sustainable Design Lab 2019/20 163 implementing sustainability / building use Group 2 5.4 OTHER UNIVERSITIES SUPSI Lugano

TU Delft There is not a specific strategy in order to reduce the energy consumption of the school building. However, the SUPSI mana- ges a research institute, the ISAAC (Istituto Sostenibilità Applicata all’Ambiente Costruito) that focuses on the efficiency of the The market and the scientific staff is all involved in the process and everyone is invited to participate. In close cooperation with building’s envelop, on clever energy systems, on the administration of a highly efficient building, and on the relation between the Architecture faculty, the first energy neutral educational building, Pulse, was built (A++++ energy level). A group of students sustainability and society. The influence of the ISAAC on the courses has for sure an impact on the awareness of the students, with a background in architecture, landscape architecture, etc. developed a series of small gardens (the botanical garden of who might not be invited to take any measures to reduce their energy consumption inside of the school, but they might be the Anthropocene) that make people aware of climate change through plants. The main strategy to influence the behaviour indeed quite conscious of their impact on the building. And sometimes awareness is the good starting point. of building users remains awareness, while the entire campus is to be considered an experiment on sustainability and carbon However, when it comes to new buildings, such as the USI-SUPSI campus in Viganello and the SUPSI campus in Mendrisio, neutrality. the energy standards are higher. For the two new university headquarters, one of the parameters that lead the choice for the winning projects in both the competitions, was that the buildings must respond to Minergie standard. In order to make this happen, a particular effort was put in the desing of the envelop.

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164 Sustainable Design Lab 2019/20 165 implementing sustainability / building use Group 2 ENSA Paris-Belleville 5.5 NEW STRATEGIES

With a strictly critical vision, we must observe that the French school does not have a clear strategy to reduce the energy consu- The administration continues to implement changes, both at the plant and infrastructure level, to reduce energy consumption. mption inside the school building. However, we must give credit to the existence of a research group called Bellastock, formed by teachers, students and PhDs, that proposes an experimental architecture that works on enhancing the values of a place At the plant level, one of the two traditional boilers, powered by natural gas, has recently been changed, supplying the heating through its resources and on the problematics linked to the materials’ life cycle. They call themselves a cooperative because they system of the Canavee building, with a condensing boiler: the water vapor, combustion product is passed inside the system aim to work with urban communities rather than with the academic world, and unfortunately not all the students who are still (and not dispersed) because there is a recovery of heat and no energy is wasted. in their Bachelor of Master cycle of studies make an effort to collaborate with Bellastock. As for ventilation, the Accademia has a mechanical ventilation system, always with heat recovery.

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166 Sustainable Design Lab 2019/20 167 implementing sustainability / building use Group 2 At the infrastructural level, the renovation of Palazzo Turconi involves moving the library to its second floor, ensuring that the 5.6 SOLUTIONS need for insulation of the building is less (thermal dispersion, thanks to the large amount of books on the walls, is less), reducing so the grey energy of the building. Many of the possible strategies to reduce energy consumption in the academy, both at the plant level, through the use of efficient and less dispersive equipment, and at the infrastructural level, with the maintenance and modernisation of the existing The renovation of the Villa Argentina, the oldest building on the campus, is also planned, and it would considerably increase structures, are already applied by the Accademia administration, with the help of logistics. This is compared both in the in-depth the energy efficiency of the building, with a reduction in thermal dispersion, thanks to a new internal coat and new fixtures (in studies of the buildings that make up the campus to reduce the dispersion of the heat provided by the heating system. Other addition to to new plants). For that a study of the thermal dispersion was made with the use of thermographs. precautions could be to turn off the lights of the installations in the Atrio Cantafora after a certain time or to optimise the timer for switching off the lights (have them switch off first). Furthermore, the construction of the architecture theatre was carried out according to the Minergie criteria (mandatory for public buildings), and the plants consist of 3 heat pumps attached to sustainable and very efficient geothermal probes, and 4 However, there is always room for improvement, especially from the conduct of the students. In addition to the quantitati- treatment units of the ‘air, which make heat recovery of indoor air. ve questions asked of the students about the energy-intensive processes taking place at the university, qualitative questions were also asked about possible solutions to reduce this consumption, making the campus more efficient. Many students have suggested the inclusion of a computer self-shutdown system are a certain amount of minutes of use only of Youtube, a block of renderings during the day (the use of computers by day would be more effective), the shutdown automatic screen display when not in use, etc. Furthermore, concerning plant engineering, many suggested the inclusion of thermostats for more efficient regulation of temperature. One of the proposed solutions would also be to regulate the university’s night-time opening, which would considerably reduce the Accademia’s energy expenditure. The real question, though, is: Do students have to work at night? Does this affect the quality of the work presented to the final criticism?

It would, therefore, require greater communication between the students, the administration (also in the guise of logistics) and the professors/assistants.

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168 Sustainable Design Lab 2019/20 169 implementing sustainability / building use Group 2 Group 3

Ludovic Chevalley Francesco Stefano Colli Martinez Charlotte Decollogny MSG Elie Balthazar Richelle Mendrisio Support Greta

170 Sustainability Lab 2019/20 171 implementing sustainability Group 3 Introduction 1.

The student association propose us design of two riOSA cabinets within the model room. The competing projects should take into consideration various factors that shall determine the decision of the jury: budget, fe- competition entry asibility, sustainability of the actual library (choice of materials possibly recycled, constructive technique), functionality. Puricelli SA, our main sponsor for the competition, will give us free access to the vast and varied for riOSA stock of waste material. This resource can be used, at the discretion of the designer, as construction material.

They request two cabinets:

- a bigger library should take into account the accumulation and efficient storage of a large variety of materials in type, weight and size: incomplete but reusable sheets of MDF, strips of wood of various sizes and sections, plexiglass, paper, cardboard of different thicknesses...

- a smaller cabinet exclusively for polystyrene, which will allow as neatly as possible the exchange of this material.

 Topic 1

172 Sustainability Lab 2019/20 173 implementing sustainability / riOSA competition Group 3 Proposition The Greta Shelving System

The idea to build a sustainable shelving system, reusing materials at hand, so to provide a device that enables students to start sharing any kind of leftover model materials. Due to the given dimensions and low budget specified in the brief, we explore into the possibility of using 24 palettes as the main structure of the two shelves, with minor modifications to their original state. The palettes are stuck one on top of each other in vertical position, fixing the 80 cm as the depth of the shelve. These are later on "anchored" with each other by 34 OSB plates, which serve as the horizontal surface where material will be later placed. The small 250 cm long shelve, used for the styrofoam, is thought to have two extra OSB panels in the back which serves as a top-ending, to assure that small foam pieces don't fall. With the Greta Shelving System we seek to achieve a starting point from which the Accademia students will little by little start being more sustainable with the work they produce. We draw inspiratin from Greta Thunberg as a voice which speaks to an asleep generation of young people. With this shelve proposal we add our little seed to a bigger movement which will, hopefully, change the way people act.

 Sustainability Lab Group Nr.3  Topic 1

174 Sustainable Design Lab 2019/20 175 implementing sustainability / riOSA competition Group 3 6 6 51 51 8 .20 .20 .20 16 1 1 1 8 52 36 3 .40 .40 31 2 2 9 66 6 35 5 .20 .20 .20 17 1 1 1 8 52 3 35 16 16 80 6 6 51 51

1.206 44 1.206 44 1.206 44 1.206 1.206 44 1.206 22

1.25 1.25 1.25 1.25 1.25 1.25 8 .20 .20 16 1 1 5.00 2.50 8 52 36 3 .40 .40 31 2 2 9 66

6 Vegetal cardboard 4-6mm Wood Color polystyrene 35 Grey cardboard 4-6mm Grey cardboard 4-6mm 5 .20 .20 17 1 1 Grey cardboard 3mm Grey cardboard 3mm Vegetal cardboard 3mm 8

Organisation 52 3 White polystyrene Glue - Paint - Scotch - Cutter - .... 35 Vegetal cardboard 2mm Plexiglas Grey cardboard 2.5mm Grey cardboard 2.5mm 16 The16 Greta Shelving System

Grey cardboard 2mm Grey cardboard 2mm Vegetal cardboard 1mm Strips of wood

White polystyrene

Polystyrene Grey cardboard 1mm MDF 5mm MDF 5mm small pieces

Wood

Blue polystyrene Grey cardboard 0.5mm MDF 3mm MDF 3mm 80

The two shelves will seperat two kind of material.

The first one will be reserved1.20 6for the leftover44 wood pieces1.20 and6 the second44 1.206 44 1.206 1.206 44 1.206 22 one will be for the styrofoam leftover pieces. 1.25 1.25 1.25 1.25 1.25 1.25

The material should be really well organise. Each typ of pieces like MDF,5.00 Wood shelve 2.50 different thikness of cardboard should have a right place in the shelve.

To be efficent, every student should be responsable and respectful. With a sharing shelve material everybody can win money.

Wood Grey cardboard 4-6mm Grey cardboard 4-6mm Vegetal cardboard 4-6mm Color polystyrene

Grey cardboard 3mm Grey cardboard 3mm Vegetal cardboard 3mm

White polystyrene Glue - Paint - Scotch - Cutter - ....

Vegetal cardboard 2mm Plexiglas Grey cardboard 2.5mm Grey cardboard 2.5mm

Grey cardboard 2mm Grey cardboard 2mm Vegetal cardboard 1mm Strips of wood

White polystyrene

Polystyrene Grey cardboard 1mm MDF 5mm MDF 5mm small pieces

Wood

Blue polystyrene Grey cardboard 0.5mm MDF 3mm MDF 3mm

Styrofoam shelve

 Sustainability Lab Group Nr.3  Topic 1

176 Sustainable Design Lab 2019/20 177 implementing sustainability / riOSA competition Group 3 Construction The Greta Shelving System 6 6 51 51 8 .20 .20 16 1 1 8 52 36 3 .40 .40 31 2 2 9 66 6 35 5 .20 .20 17 1 1 8 52 3 35 16 16 80

1.206 44 1.206 44 1.206 44 1.206 1.206 44 1.206 22

1.25 1.25 1.25 1.25 1.25 1.25

5.00 2.50

Wood Grey cardboard 4-6mm Grey cardboard 4-6mm Vegetal cardboard 4-6mm Color polystyrene

Grey cardboard 3mm Grey cardboard 3mm Vegetal cardboard 3mm  Sustainability Lab Group Nr.3  Topic 1 White polystyrene Glue - Paint - Scotch - Cutter - ....

Vegetal cardboard 2mm Plexiglas Grey cardboard 2.5mm Grey cardboard 2.5mm 178 Sustainable Design Lab 2019/20 179 implementing sustainability / riOSA competition Group 3

Grey cardboard 2mm Grey cardboard 2mm Vegetal cardboard 1mm Strips of wood

White polystyrene

Polystyrene Grey cardboard 1mm MDF 5mm MDF 5mm small pieces

Wood

Blue polystyrene Grey cardboard 0.5mm MDF 3mm MDF 3mm Construction The Greta Shelving System 6 6 51 51 8 .20 .20 16 1 1 8 52 36 3 .40 .40 31 2 2 9 66 6 35 5 .20 .20 17 1 1 8 52 3 35 16 16 80

1.206 44 1.206 44 1.206 44 1.206 1.206 44 1.206 22

1.25 1.25 1.25 1.25 1.25 1.25

5.00 2.50

Wood Grey cardboard 4-6mm Grey cardboard 4-6mm Vegetal cardboard 4-6mm Color polystyrene

Grey cardboard 3mm Grey cardboard 3mm Vegetal cardboard 3mm 10 Sustainability Lab Group Nr.3 11 Topic 1 White polystyrene Glue - Paint - Scotch - Cutter - ....

Vegetal cardboard 2mm Plexiglas Grey cardboard 2.5mm Grey cardboard 2.5mm 180 Sustainable Design Lab 2019/20 181 implementing sustainability / riOSA competition Group 3

Grey cardboard 2mm Grey cardboard 2mm Vegetal cardboard 1mm Strips of wood

White polystyrene

Polystyrene Grey cardboard 1mm MDF 5mm MDF 5mm small pieces

Wood

Blue polystyrene Grey cardboard 0.5mm MDF 3mm MDF 3mm Introduction 2.

Historically at the Mendrisio Architecture Academy, making models is an essential tool for learning. What is impressive is the different techniques used to express an idea, an atmosphere, ... Each atelier has its own style of representation and way of designing a model. During the final reviews, implementing a more the academia turns into a veritable exhibition. Each aula is represented by an atelier. We go from the Olgiati with models of white structure, then Sergison with a huge model of the city of Zurich and then the Aires Mateus sustainable model- where the models are huge and impressive. It is the image of the academia. But all this energy spent on models, also has repercussions on our making culture ecological footprint. - Analyse and categorise the existing model making technologies and applications at AAM - Who decides on the applied technology / material? and on which reasons?

We will firstly make a survey of making model in the Atelier throught the semester. Then we will propose 3 proposales to reduce our material consuption and to expend the lift spen of the models.

1 Topic 

182 Sustainable Design Lab 2019/20 183 implementing sustainability / model-making Group 3 Survey Atelier Site model Tools during semester Final critic Aires Mateus Concret / styrofoam / ciment / wood Concret / styrofoam / ciment / wood model making 2 models per student Boesch Cardboard Styrofoam/ cardboard/ paper Styrofoam/ cardboard/ paper 2 models per 24 students 2 model per 2 students 2 model per 2 students 1:100 1:10 / 1:100

The realization of model and the techniques used are very often oliga- Bonnet -‐ -‐ Free technique tory. The assistants and teachers impose the technique. Even if we really Not mandatory want to pay attention to our ecological footprint, if the teacher asks us to make a wax and styrofoam model, it's mandatory. In general, regarding Collomb Wax / styrofoam Wax / styrofoam Wax / styrofoam site models, there is not too much abuse. Often there is one model for the 1 model per 24 students 1 model per student 1 model per student all studio made with simple materials such as wood and cardboard. It is 1:100 1:100 1:100 also an essential tool for site analysis and project development. But the problem is the use of styrofaom for the implementation variants. Indeed, this easy to cut and cheap foam is the perfect tool for the development of Deuber Concret / styrofoam / wood Concret / styrofoam / wood Concret / styrofoam / wood the project. But styrofoam is a real disaster from an environmental point 1 model per student 1 model per student 2 model per student of view. Each week the students must bring volumes in styrofoam. We 50cm x 50cm 50cm x 50cm 50cm x 50cm also use styrofoam to case concret model or plaster model. The question is can we avoid or limited the use of the styrofaom? We can imagine for Geers -‐ -‐ Cardboard / metal / styrofoam exemple to use a ceramic paste for the volume in the site model and every 1 model per 3 students week we can use the same piece of paste because it's not dring if you 1:500 keep it in an humide zone.

In the following table, you can find a survey of model making in AAM. Miller Wax / styrofoam / cardboard Styrofoam/ cardboard / ciment Styrofoam/ cardboard / ciment - Who many model per atelier per semester? 3 models per 24 students 1 model per student 3 models per student - What kind of material? 1:200 1:200 -‐ 1:20 1:200 / 1:50 / 1:20 - The dimension of the model? Olgiati -‐ -‐ Wood / styrofoam / forex 1 model per student

Pedrozzi Styrofoam Styrofoam/ wood / ciment Styrofoam/ wood / ciment 1 model per 24 students 1 model per student 3 models per student 1:200 / 1:50 / 1:5

Sergison Cardboard / wood Cardboard / wood / Styrofoam / plaster Cardboard / wood / Styrofoam / plaster 1 model per 24 students 3 models per 2 students 4 models per 2 students 1:1000 1:1000 / 1:500 / 1:100 1:1000 / 1:500 / 1:100 / 1:20

1 Sustainability Lab Group Nr.3 1 Topic 

184 Sustainable Design Lab 2019/20 185 implementing sustainability / model-making Group 3 Proposition 1 Marie Kondo, effective storage

Original laser file

Our reflection on the durability of the models prior to their construction has led us to several issues. In other schools, for example EPFL or the Fachhochschule of ingineers and architects of Fribourg, employees are only dedicated to advising, helping and training students in the design of models. For example to know how to be the most efficient for such a rendering with this type of material, so how to limit costs and the material used. Concerning a new tool widely used nowadays by students: the laser cutter. As we can see, in the next illustration, some student don't know how to organise a laserfile to win time and material. Nobody in the school teach us how to be more efficent. For that reason, it would be useful and interesting to provide a reliable program that allows students to calculate the cutting time of their own cartons beforehand. The effect is to encourage them to optimize their cuts and collaboration between them as much as possible, thus saving cutting time and time slots for other students. We also propose to be able to use the 600.- printing as a means of pay- ment for laser cutting and the purchase of cardboard. The visibility of each expense through an account certainly influences how each student spends. Finally, many models are thrown at the end of each semester in bins made of non-recyclable materials, it would be necessary to set up a process and sorting and recovery. The recovered materials could even be placed on the shelf of the winning project of Task 01.

Optimized laser file 1 Sustainability Lab Group Nr.3 1 Topic 

186 Sustainable Design Lab 2019/20 187 implementing sustainability / model-making Group 3 Proposition  A Museum For Architectural Models

3rd floor, AAM, Mendrisio, Switzerland

Archi-Depot, Tokyo, Japan

While it is true that the costs and materials of building the models can be described as excessive and unsustainable, it should not be forgotten that they are an integral part of our schools reputation and influence throughout the world. So reducing the possibility or option for each student may not be the only way to make the models more durable. Based on this premise, we wondered if the price and quality of these models could be enhanced in the longer term and for a wider audience. By this reasoning we thought of an example in Japan: The Archi-Depot is a museum opened in Tokyo since summer 2016, it aims to spread Japanese architectural culture by presenting models of projects. It is also intended to be a storage place, where models are stored in optimal atmospheric conditions, treated and valued as archives. For exemple in Atelier Miller and Sergison, they keep some model and use it as exemple and tools to teach the process of developping a facade, proportions, scale, shape,.. For this place, we propose to transform the current library, which will be transferred to the Turconi building, into a storage and exhibition space in which everyone can come and admire the masterpieces of imagination and to include a shop in which everyone can buy equipment for models (furniture, characters, cardboard perhaps even a reprography) this ele- 3rd floor, AAM, Mendrisio, Switzerland ment could partly cover the financial needs for the maintenance of the place. When visitor are coming to visit the Teatro dell'Architettura, they will visit the museum for architectural models.

1 Sustainability Lab Group Nr.3 1 Topic 

188 Sustainable Design Lab 2019/20 189 implementing sustainability / model-making Group 3 The Martino Gamper initiative The idea consists in giving a second life to the model you build in order to make its lifespan infinite. We can even imagine to decide the scale of the model having in mind is it gonna be used in the future.

In the picture we see a model of a tower built for Sergison Atelier last semester by the student Marc Sán- chez. The model was 107 cm high, whenProposition you place  on top a round left overThe Martino board Gamperwe found initiative in the trash, it becomes an ideal side coffee table.

The Martino Gamper initiative The idea consists in giving a second life to the model you build in order to make its lifespan infinite. We can even imagine to decide the scale of Martino Gamper, 100 chairs in 100 days, 2007 the model having in mind is it gonna be used in the future. The idea consists in giving a second life to the model you build in order to make its lifespan infinite. Today, our final model are used for no more than one week. Than we though it away and if we have luck the studio decide In the picture we see a model of a Martinoto keep it in the selves. Students Gamper, have many inventives idea 100 conserning chairs intower 100 built for Sergison Atelier last model techniques. Imagine if you model become a design furniture. We semester by the student Marc Sán- can even imagine to decide the scale of the model having in mind is it chez. The model was 107 cm high, days,gonna be used in the2007 future. when you place on top a round left In the picture we see a model of a tower built for Sergison Atelier last se- over board we found in the trash, it mester by the student Marc Sanchez. The model was 107 cm high, when becomes an ideal side coffee table. you place on top a round left over board we found in the trash, it becomes an ideal side coffee table.

Martino Gamper, 100 chairs in 100 days, 2007

0 Sustainability Lab Group Nr.3 1 Topic 

190 Sustainable Design Lab 2019/20 191 implementing sustainability / model-making Group 3 Conclusion Task 2 3.

What the school can improve?

- To teach the student in a more sustainable way how to use the differents tools to do a model. implementing a - Maybe some ateliers can re-evaluate the scale and the number of models that students must produce. more sustainable -Some atelier should also find more ecological material options as clay. - To have a sancturay museum of model. consumption culture

What the student can improve?

- To be more self aware about material waste.

- To take a bite more time to optimized the laser file : win time and money.

- To be imaginative to give a second life to the model.

 Topic 

192 Sustainable Design Lab 2019/20 193 implementing sustainability / consumption Group 3 Survey Introduction Consumption - paper plotters

In the following chapter, we analysed and categorised the existing behaviour patters of consumption at AAM. We estimate differnents wasteful processes based our own experience through the scale of Mendrisio and in the sclae of the school. At the begining and through the redaction of the As can be seen from the school's printing statistics, all students printed task we ask ourself various questions: 36'000m of paper on the plotters alone during one semester. This is equivalent to about 36'000m2 of 90 gram/m2 paper or 3'240kg of paper. - Are there any especially wasteful processes in the school? Knowing that 1 ton of paper uses 12 to 25 trees of 12m height and 20cm - What the school can provide? What the school should change? diameter. This makes between 40 to 80 trees used only in one half year. We know that with one ton of paper we can make 900kg of recycled paper. - How can we all make some changes to reduce our environnmental foot That this consumes 6 times less water and 4 times less energy. print? After these figures there is no need to add the A4 and A3 printing to un- - How is the topic treated in other schools / institutions? derstand that the school consumes a lot of paper.

- Who can influence the behaviour? the distributor? the consumer?

Proposal:

- It would be interesting for the Academia to promote the use of recycled paper which consumes much less energy. - Do not print boards every week, but make project presentations with beamers as some workshops already do. - Be clever with the printouts already used, for example do not print an A0 location plan every week but superimpose an A4 sheet with the new project volume.

 Topic   Sustainability Lab Group Nr.3

194 Sustainable Design Lab 2019/20 195 implementing sustainability / consumption Group 3 Survey Consumption - Food in Mendrisio city

Number of students: about 700

Method of consumption: take-away or meal preparation at home

Food offers: Migros, Coop, hospital, fast food and gas station.

Distance: the whole complex is accessible within a radius of 1.5km from the school

Access: Due to the small size of the village of Mendrisio, all options are within walking distance for students.

Offer: Diversify

Price: raise for students (Swiss price) but possibility to do these courses in Italy

Notes: Compared to other universities such as ETH or EPFL, which have a campus with all the facilities for students, Mendrisio University compen- sates with its small scale, allowing the use of the city s infrastructure.

plotters consumption 08/2019 to 12/2019

 Topic   Sustainability Lab Group Nr.3

196 Sustainable Design Lab 2019/20 197 implementing sustainability / consumption Group 3 Survey Consumption - Food around Accademia

Vignetta

Catering on the school premises, current situation

On the school premises, the options are the vignetta and take-away pizzeria as well as the hospital cafeteria. The options are therefore low.

The Vignetta :

Advantages: - It offers 4 menus to choose from at lunchtime as well as paninis at any time of the day. Prices are low, especially for students who benefit from a discount with a pasta dish around 6CHF. - Offers drinks in bottles, some of them already in glass. - Beer glasses are made of glass or reusable plastic. - Disposable cutlery is made of wood and not plastic. - There are at the disposal of the users large containers with fresh and free water and glass glasses. - Pepper, salt, oils and other vinegars are also available in glass bottles and not in single-use bags. - Real Italian coffee from a real coffee machine.

Reviews : - The origin of the meat is not always Swiss, sometimes Brazil for the chicken. Map of Mendrisio - The small number of seats indoors especially in winter - Weak treat offers compared to vending machines. - Possibility to buy drinks in PET bottles.

Vignetta Hospital cafeteria Migros

AAM Service station Coop Proposal :

- Meat purchases only from Switzerland or Italy. - Offer more home-made snacks that would not be wrapped in plastic but placed on plates like the slices of cake at present. - Replace to do away with PET bottles.

 Topic  0 Sustainability Lab Group Nr.3

198 Sustainable Design Lab 2019/20 199 implementing sustainability / consumption Group 3 Pizzeria

Qualities: - Offers a cheaper alternative to vignetta especially for the evenings since vignetta does not make a student menu for the evening. - Quality homemade food if not abused every day.

Reviews : - Massive use of non-reusable and non-recyclable cardboard as it is soiled by the fat of the pizza.

Proposals :

- Implementation of containers for pizzas reusable with deposit.

Vignetta outside view, Mendrisio, Switzerland

Cafeteria of the hospital

We are not going to deal with this part since outside the school we cannot influence its functioning.

Remarks:

Compared to other universities such as ETH or EPFL which have a canteen, multiple restaurants or food-truck. The University of Mendrisio is lagging behind. A second catering point to which students could go would not be too much to ask for. It would relieve congestion in the vignetta, which is not intended to be a university canteen. It will propose as well something different and maybe more healthy.

Vignetta inside view, Mendrisio, Switzerland

1 Topic   Sustainability Lab Group Nr.3

200 Sustainable Design Lab 2019/20 201 implementing sustainability / consumption Group 3 Diningroom inside the school

Quality: - Recently, a space with a microwave oven was set up for students... - They can save money and eat something differents than pizza.

Reviews : - The space that the school recently propose don't have the wright place. Nobody use it. Almost all the student live maximum 10 minutes away from the school. They're normally go back home to eat at lunch. The moment where the student stay at school to eat is during the night of during the Golosi pizzeria, Mendrisio, Switzerland final rush of the semester. - We can see that the tables in the cantafora are use a lot by the students. For works groups of dinner during the day and the night. Only few tables are placed and could be a possibility to extend the numbers of tables.

Proposals

- Increase the number of places available for eating in the aula during the winter period. The number in the vignetta is very limited compared to the demand. As we can remark during the night or the final rush, the student use a lot the few table available in the Cantafora.

- Increase the number of microwaves. Maybe a microwave in the small cafeteria in the Aula is possible.

Golosi pizzeria, Mendrisio, Switzerland  Topic   Sustainability Lab Group Nr.3

202 Sustainable Design Lab 2019/20 203 implementing sustainability / consumption Group 3 snack bars

In addition to the small catering of the vignetta, the school has vending machines.

Quality : - 24-hour access for students unlike the vignetta open from 7:00 am to 11:00 pm. They are therefore difficult to replace.

Reviews : - Products with high prices - Questionable product quality (no fruit or healthy food, only snacks) - Plastic packaging - Distribution of PET bottles only - Energy consumption for refrigeration and lighting.

Proposal - Installation of a fruit vending machine, healthier and could come from a nearby producer. - Replace PET bottles distributed by glass bottles, the objective would be to ban pet bottles from the campus. - Increase Vignetta's offer of homemade snacks during opening hours. Students will certainly take their time going to the vignetta if delicious Dining room in front of Vignetta. cookies are waiting for them. - As there are water fountains (even sparkling) available 24 hours a day, we suggest banning bottled water from the vending machines.

Coffee dispensers :

Quality: - Coffee supply 24 hours a day

Reviews : - Use of single-use plastic cups, production of large amount of waste

Proposals :

- Modify the machines so that they can use recycled cardboard cups. - Changing machines and buying machines that can use mugs personally - Promotion of this system with the possibility of buying mugs in the Aca- demia colours at a special price.

Few tables available in the cantafora.  Topic   Sustainability Lab Group Nr.3

204 Sustainable Design Lab 2019/20 205 implementing sustainability / consumption Group 3 Proposal OSA house

- In the park of the Academia di Mendrisio, there is a small abandoned building that could be renovated. It could be the new student house.

- It could be equipped with a kitchen where students could meet and share moments together.

- We also propose that an official office for OSA be set up there. And they will have a place to organise the OSA conference, that take place today a bite everywhere in the school.

- Above the Academia park is a terraced wasteland area, usually used for grazing goats. It could be transformed into a student-maintained orchard. They could provide some of the academy's fruit consumption.

- In the Fachhochschule of Friborug, the atelier can be arranged by students. They bring their sofa, fridge, small equipment to cook basics or Ita- lian machine coffee. Having studied there, it's nice to have a place where you can relax and cook a salad.

Proposal: Apple snacking in AAM  Topic   Sustainability Lab Group Nr.3

206 Sustainable Design Lab 2019/20 207 implementing sustainability / consumption Group 3 Conclusion Task 3

What the school can improve?

- School production of their own fruit

- Banning the use of PET bottles or disposable cups

- Promotion of the use of reusable cups or bottles

- Nearest food source

- Increase the number of places available for students bringing their food with them.

- Vending machines with healthy food

- Arranging space for students to cook or eat

- Increasing the number of microwaves

- Stop selling bottled water

- Partnership with pizzerias for reusable packaging.

What the student can improve?

- Paying attention to the origin of the products

- Decrease in the use of plastic packaging material

- Making hand-made snacks.

 Topic  1 Topic 

208 Sustainable Design Lab 2019/20 209 implementing sustainability / consumption Group 3 Introduction 4.

implementing a more In this following chapter, we analyse and categorise the existing behaviour patters of mobility at AAM. We will try to understand for what reason people are moving and with what kind of transport. Through a survey to the sustainable mobility student, we tried to underline the wasteful processes in the school opered by the student.

culture - Are there any especially wasteful processes?

- How students are moving? to go to school? to go at home? and to travel?

- who can influence the behaviour? the distributor? the consumer?

 Topic 

210 Sustainability Lab 2019/20 211 implementing sustainability / mobility Group 3 How do you come at school? Foot and bike : 85% Train : 10% Car : 5%

5% 10%

85%

How often do you go back home? How do you go back home? 6x per semester : 30% 4x per semester: 50% Train: 50% Car : 30% Flight :20% 1x per semester 20%

20% 20% 30%

50%

30% Survey 50% Mobility at AAM

Do you have a car? Do you know what is mobilityHow cardo yousharing? come at school? Do you use it? Yes : 30% No : 70% Yes : 95% FootNo: and5% bike : 85% Train : 10% Car : 5%No : 5% Yes : 95%

5% 5% 5% 10% 30%

70%

85% We decided to prepare a series of short direct questions to survey our 95% 95% collegues; in order to receive first hand trustable information regarding attitudes and routines among Mendrisio students, with a direct implication on the topic of this course. The first question asked was if they owned As we can see, an almost insignificant mi- a car. As we see, a small minority of the in- nority ofHow students often do come you go by back car home? to the Ac- How do you go back home? A total amount of 60 students were interviewed personally by ourselves 2 terviewed students own one. Most of them cademia.6x per All semester of these : 30% 5% 4x (3 per people) semester: were50% Train: 50% Car : 30% Flight :20% throughout 3 hours. Special effort was placed in picking students from 1x per semester 20% different ages, social status, nationality, etc. were italian students who use it, among oth- Italian students living in Como or near. er things, to go back home in the weekend By doing so, we were able to efficiently collect a series of facts wich serve or at the end of the semester, as we will see The 10% of students20% who accepted to come 20% 30% as an accurate ground from where we can start arguing which possible in the questions that follow. by train to the Accademia were, on the con- improvments could be implemented. trary, mostly Swiss students living in Ticino. The reading which can be made out of that 50% is two-sided. On the one hand, it might be a consequence that Swiss train service is 30% more relyable than50% Italian trains. On the other hand, undoubtedly, Swiss population have rooted in their country a deep sense of caring for the community and the invorn- ment, whereas Italian population are a rather behindDo in youthis havematter. a car? Do you know what is mobility car sharing? Do you use it? Yes : 30% No : 70% Yes : 95% No: 5% No : 5% Yes : 95%

5% 5%

30%

70%

95% 95%

 Sustainability Lab Group Nr.3  Topic 

212 Sustainable Design Lab 2019/20 213 implementing sustainability / mobility Group 3 HowHow do do you youHow come come do at atyou school? school?How come doHow at you school? do come youHow come at school? do at you school?How come do at you school? come at school? FootFoot and and bike bike : :Foot85% 85% and bikeTrainTrain : Foot: 85% :10% 10% andFoot bikeTrainCarCar and : :85%: 5% 10%bike5% : Foot85%TrainCar and : 5%10%bikeTrain : Foot:85% 10%Car and : 5%bikeTrainCar : :85% 5%10% TrainCar : 5%10% Car : 5%

5%5% 5% 5% 5% 5% 5% 10%10% 10% 10% 10% 10% 10%

85%85% 85% 85% 85% 85% 85%

HowHow often often do doHow you you often go go back backdoHow you home? home?oftenHow go back oftendo you home? doHow go you backoften go backhome? doHow you home? often HowgoHow back do do do you you youhome? Howgo go go back back backdo you home? home? home?How go back doHow you home? do go you backHow go backhome? do you home?How go back do you home? go back home? 6x6x per per semester semester : :30% 30% 4x4x6x per perper semester: semester:semester 50%:50% 30% 4x per semester: 50% How do you come at school?How do you come at school? 6x per semester : 30%6x per semester4x per semester:6x : 30%per semester 50% 4x6x :per 30%per semester: semesterTrain:Train: 50% 4x50% 50%:per 30% semester:Train:CarCar : :50%30%4x 30% 50% per semester:Train:CarFlightFlight : 50%30% Train::20% :20%50% 50%CarFlight : 30% Train::20%Car : 50%30%Flight Train::20%CarFlight : 50%30% :20% CarFlight : 30% :20% Flight :20% 1x1x per per semester semester1x 20% 20% per semester1x 20% per semester1x per semester 20% 1x 20% per semester1x 20% per semester 20% Foot and bike : 85% TrainFoot : 10% and bikeCar : 85% : 5% Train : 10% Car : 5%

20%20% 20% 20% 20% 20% 20% 20%20% 20% 20% 20% 20% 20% 5% 5% 30%30% 30% 30% 30% 30% 30% 10% 10%

50%50% 50% 50% 50% 50% 50%

30%30% 30% 30% 30% 30% 30%

50%50% 50% 50% 50% 50% 50% 85% 85%

How often do you go backHow home?often do you go back home? How do you go back home?How do DoyouDo you yougo backhave haveDo home?a a youcar? car? haveDo a youcar?Do have you havea car?Do a youcar?DoDo have you youDo aknow know youcar?Do havewhat whatyou ais knowis car? mobility mobilityDo what youDo carisknowcar you mobility sharing? sharing? know whatDo carwhatis you mobility sharing? isknow mobilityDo carwhat you sharing? carDoisknowDo mobility you sharing?you what use use carDoisit? it? mobility yousharing? use car Doit? yousharing?Do use you it? use Doit? you use Doit? you use it? 6x per semester : 30% 6x4x per semestersemester: : 50%30% 4x per semester: Train:50% 50% Car : 30% Train:Flight 50% :20%YesYesCar : :30% 30%: 30% YesNoNoFlight : :70%30% 70% :20% YesNo : 70%30%Yes : 30%No : 70%YesNo : 70%30% YesNo : 70%30%YesYes : :95% 95%No : 70%YesNo:No: :5% 5%95% YesNo: :5% 95%Yes : 95%No: 5%YesNo: :5% 95%NoNo : :5% 5%YesNo: :5% 95%YesYesNo : :95% 5%95%No: 5%YesNo : 95%5%No : 5%Yes : 95%YesNo : 95%5% YesNo : 95%5% Yes : 95% 1x per semester 20% 1x per semester 20%

5%5% 5% 5% 5% 5% 5%5% 5% 5% 5% 5% 5% 5% 20% 20% 20% 20% 30% 30% 30%30% 30% 30% 30% 30% 30%

50% 50%

70%70% 70% 30% 30% 70% 70% 70% 70%

50% 50% 95%95% 95% 95% 95% 95% 95%95% 95% 95% 95% 95% 95% 95%

On another topic, we asked our collegues When people were asked by which trans- On the most controversial question, when On an optimistic reading of this last ques- how often did they go back home during port did they go back home, an impressive people were asked if they knew what Mo- tion, we can see how every single student 22 2 2 2 2 2 one semester,Do youan actionhave a whichcar? isDo , youwithout have a a car? Do you know whatmajority is mobilityDo you avoided knowcar sharing? towhat take is mobilitythe airplane. car sharing? OutDo you of use it? Do you usebility it? Car Sharing was, a striking 95% of the who knew what mobility car sharing was, shadow of doubt,Yes : 30% one ofNo the: 70% biggestYes : 30% threadsNo : 70% Yes : 95%the 20%No: 5% who, Yes on : the95% contrary,No: 5% saw No them : 5%- Yes : 95% No : 5% studentsYes : 95% accepted to have never heard of it. use it frequently or have used it at some against a sustainable existence. selves forced or decided to use it, 15% were Only a deceiving 5% of our collegues knew point in their life. This tells us how, if a better part of the students who went back home about it. advertisement of this kind of systems would 5% 5% As we can see, on avarage, Mendrisio stu- less than once per semestre.5% 5% be promoted, very likely would be used and dents go back home 4 times30% per semestre, 30% accepted by the younger generations. which is in fact less than one time per month. 30% of the students who owned a car, obvi- usly go back home with their own car. The 20% of the students, since they lived more rest of the students used the trains. 70% 70% far away than 1000km from Mendrisio, they only go back home once per semestre. 95% 95% 95% 95%

2 2

 Sustainability Lab Group Nr.3  Topic 

214 Sustainable Design Lab 2019/20 215 implementing sustainability / mobility Group 3 TRAINS AND CARS Survey Survey For this comparison, we took the unique case To go back home? of a trip in SwitzerlandHobbies between Mendrisio and Geneva.

It should be noted that for a car trip by VW golf For this comparison, we took the unique case of a trip in Switzerland between Mendrisio and Geneva. It should be not- the all-inclusiveTicino price is dividedis 98euro between while the mountains, price lakes, town and valleys. The Ticino region has a amazing architectural culture. ed that for a car trip by VW golf the all-inclusive price is 98euro while the price for a train trip by half fare and 68CHF. for a train tripMany by half buildings fare and are 68CHF. located in remote areas and difficult to reach by public transport. The calculation is simple: from 2 people in the car the journey becomes cheaper than by train. The calculationFor exemple,is simple: fromPeter 2 Mpeoplerkli inCongiunta the museum in Giornico is an unavoidable building during a visit to Ticino. Unfortu- By this example, we want to highlight a recurring problem in Switzerland: the quality of transport is good but the price car the journeynately, becomes it is very cheaper difficult than to by reach train. by public transport. In this case, travelling by car is almost the only option. of tickets is often discouraging for students. They prefer to drive to Mendrisio. We think that the school could initiate discussions with the SBB to obtain, for example, day passes or special tickets that would be advantageous for stu- By this example, we want to highlight a re- dents. curring problem in Switzerland: the quality of transport is good but the price of tickets is often TRAINS AND CARS discouraging for students. They prefer to drive to Mendrisio. We think that the school could initiate discussions with the SBB to obtain, for example, day passes or special tickets that would be advantageous for students.

For this comparison, we took the unique case of a trip in Switzerland between Mendrisio and Geneva.

It should be noted that for a car trip by VW golf the all-inclusive price is 98euro while the price for a train trip by half fare and 68CHF. The calculation is simple: from 2 people in the car the journey becomes cheaper than by train.

By this example, we want to highlight a recurring problem in Switzerland: the quality of transport is good but the price of tickets is often discouraging for students. They prefer to drive to Mendrisio. We think that the school could initiate discussions with the SBB to obtain, for example, day passes or special tickets that would be advantageous for students.

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte  Sustainability Lab Group Nr.3  Topic 

216 Sustainable Design Lab 2019/20 217 implementing sustainability / mobility Group 3

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte Survey Mobility and model

In comparison with EPFL, ETHZ, the modelistica sales area offers a wide range of equipment at reduced prices. Schools are also very equipped with laser cutters or cutter cutters. Students do not need a car to cut out models or buy materiel. They also have a real model shop in the campus, with a huge offer of materials. This shop is not only for the student but also for everybody. The laser in both school are free to use for the student. In Mendrisio the price is 30.- for one hour. The modelistica of the school has only a very weak proposal of sold equipment. We can only buy cardboard and a small amount of MDF at school. The school only offers two laser cutters, which are not very reliable and expensive. Website material in ETHZ

Material in AAM Material in EPFL 0 Sustainability Lab Group Nr.3 1 Topic 

218 Sustainable Design Lab 2019/20 219 implementing sustainability / mobility Group 3 Survey Mobility and model

Students mostly get the material in Italy. As we Brico fai da te in Mendrisio propose since one can see the huge difference of time between to year a laser cut service. It a bite more expen- go there by car of by public transport. It take 4 sive than at school and mostly student need a time longer to go there by public transport than car to get pieces back at school. by car. By the proximity of Italy from Mendrisio, student use to go in Italy for grocery food or for model materiel.

A place in Italie, one hour drive from Mendrisio. This place is really well equipped and cheaper than in the modelisica of the Accademia. Lots of students use to go there to cut their model

 Sustainability Lab Group Nr.3  Topic 

220 Sustainable Design Lab 2019/20 221 implementing sustainability / mobility Group 3 MOBILITY CARS IN MENDRISIO

ETH Hönggerberg, Zürich

The ETH campus has a Mobility parking space point. In addition, the school’s website highlights student subscriptions on the Mobility website.

EPFL, Lausanne

The EPFL Lausanne campus has more than 8 Mobility parking spaces. The school’s website also highlights student subscriptions on the Mobility website.

Proposition 1 Mobility cars sharing Accademia di Archittettura, Mendrisio AAM

The Academia di Mendrisio doesn't have a The Academia di Mendrisio does not have a Mobitity Mobitity point within the university but 2 points point within the university but 2Student points located subscriptions in the located in the city. These 2 places are not ideal city. These 2 places are not idealThe for low-cost students offer who for usestudents for students who use them mainly for the trans- them mainly for the transport of equipment for the port of equipment for the models. The school's MOBILITY CARS IN MENDRISIO models. The school’s website does not put student website does not put student subscriptions first. As a student, you benefit across the board at Mobility: We’ll give you a free subscription for four months, after subscriptions first. which you will receive the annual subscription for just CHF 70! Car and scooter sharing keeps you mobile all the time – but without the obligations and high fixed costs associated with owning your own vehicle. MOBILITY CARS IN MENDRISIO ETH Hönggerberg, Zürich Secure your free student subscription Book vehicles around the clock

In order to relieve your student budget, Mobility offers you Whether big or small, sporty or practical – Mobility offers have a free, non-binding 4-month trial subscription on a 2’890 vehicles and 200 scooters to meet all your needs. For The ETH campus has a Mobilityone-off parking basis. spaceWhen that point. expires, you can take out the anexample, the VW up! for journeys to university, the Renault ETHZ ETHIn addition, Hönggerberg, the school’s Zürich websitenual subscriptionhighlights for juststudent CHF 70, saving nearly 30 % on the Mégane for outings with friends or the Transporter for mov- Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte standard annual subscription. ing into shared accommodation. Mobility is all inclusive: subscriptions on the Mobility website. fuel, servicing and insurance. What is more, you can benefit The ETH campus has a Mobility parking space Subscription Price from our attractive Best Price savings scheme for 24 hours The ETH campus has a Mobility Freeparking student subscription space point. point. free and 200 kilometres. 4 months In addition, the school's website highlights In addition, the school’s websiteAnnual highlights student subscription student CHF 70 12 months Vehicle category Budget Micro EconomyElectro Combi (estate)ConvertibleEmotionMinivanTransport Scooter student subscriptions on the Mobility website. subscriptions on the Mobility website. Prices exclude time and kilometre rates

The offer is open to all bachelor’s and master’s students attending a Swiss university or federally recognised university of applied sciences with a valid student ID. 0.35/min or Time rate 2.00/h 2.50/h 3.00/h 4.00/h 9.00/30 min

Kilometre 0.55/km 0.65/km 0.80/km 0.95/km incl. rate* Extract from the subscription options: 4 months of free trial

+ annual subscription for 70CHF instead of 140CHF as well Best-Price CHF 120 CHF 140 CHF 170 CHF 200 – as the price per Km and per hour * Subject to fuel surcharges/discounts. For details of current rates including fuel surcharges/discounts, see www.mobility.ch/rates. 1/

2019 Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte

EPFL EPFL, Lausanne

The EPFL Lausanne campus has more than 8 Mobility parking spaces. The school's website The EPFL Lausanne campus has more than 8 Mobility also highlights student EPFL,parking Lausanne spaces. The school’s website also highlights stu- subscriptions on the Mobility website. dent subscriptionsWe believe on the that Mobility the provision website. of Mobility parking spaces on the campus of Mendrisio University in addition to a reduction in private parking spaces would be beneficial but also useful for reducing excessive use of the private car. Mobility The EPFL Lausannealready makes campus a has very more attractive than 8 offerMobility for students, it would be a pity not to promote it. parking spaces. The school’s website also highlights student subscriptions on the Mobility website.

 Sustainability Lab Group Nr.3  Topic 

222 Sustainable Design Lab 2019/20 223 implementing sustainability / mobility Group 3 Accademia di Archittettura, Mendrisio

The Academia di Mendrisio does not have a Mobitity Accademiapoint within dithe Archittettura, university but Mendrisio2 points located in the city. These 2 places are not ideal for students who use Thethem Academia mainly fordi Mendrisiothe transport does of notequipment have a Mobitity for the pointmodels. within The theschool’s university website but 2does points not located put student in the city.subscriptions These 2 places first. are not ideal for students who use them mainly for the transport of equipment for the models. The school’s website does not put student subscriptions first.

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte PropositionEPFL,  Lausanne

Like ETH, the EPFL Lausanne campus also has a very si- Bike servicesmilar policy for promoting soft mobility. The Academia di Mendrisio have a bicycle parking, but it s quiet small As the website shows, the ETHZ and EPFL campus have a real policy of promoting soft mobility. There are many compare to the amont of student using it. bicycle spaces and the associated amenities. Many city and school propose bicycle pump or tools available to repair They are also proposing bike-sharing gor free their bike. For electric bicycles, there are no bollards. There are indeed 2 self-service bikes but their uses are not highlighted, after survey only 15% of the students know about the existence of these bicycles. We think that a Cargo bike could be usfull when we need to move some staff around Mendrisio. We think it will be interesting to increase the space available for bicycles, EPFL, Lausanne add a bicycle pump, place tank-bikes in a more visible and easily accessible place and why not increase their numbers. They would be very con- Like ETH, the EPFL Lausanne campus also has a very si- venient for making cumbersome purchases at Brico for example. It would milar policy for promoting soft mobility. be nice to have terminals for e-bikes, which is practically a standard now in universities. BIKE IN MENDRISIO

ETH Hönggerberg, Zürich

As the excerpt from the website shows, the ETH Zürich campus has a real policy of promoting soft mobility. There are many bicycle spaces and the associated amenities.

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte

BIKE IN MENDRISIO

ETH Hönggerberg, Zürich

As the excerpt from the website shows, the ETH Zürich campus has a real policy of promoting soft mobility. There are many bicycle spaces and the associated amenities.

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte

 Sustainability Lab Group Nr.3  Topic 

224 Sustainable Design Lab 2019/20 225 implementing sustainability / mobility Group 3

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte

Chevalley Ludovic, Colli Martinez Francesco Stefano, Richelle Elie Balthazar, Decollogny Charlotte Proposition  Proposition  Model shop MSG: Mendrisio Support Greta

In one year the SUPSI school of architecture will move in Mendrisio. Lots of architecture offices are also around. It could be really interesting and benefit to have a shop for the model, with maybe one more laser and discount for student. It will reduce a lot the use of cars from the students. As we already propose in task 02, the actuel library building is going to be demolish. Instead to demolish the building, it would be possible to transform it in a new model center where we could buy materiel and laser cutting. We imagine a smartphone app which is able to organise student s sustainable actions in one simple platform. The app is called MSG (standing for Mendrisio Supports Greta).

Once someone opens the app, a very simple designed interface shows up, a grid with different options on the menu. This options are very varied between them but all of them are thought to organise different collective actions among the students. To give some examples, we imagine these options to be:

- Mobility: A platform which is able to organise car trips from Mendrisio to anywhere in Europe (most commonly Milano or Como) taking profit of the same students who are already using their private cars.

-Material: The material option would work as a digital advertisement board . When students have a leftover piece of material (be it foam, plexiglass, wood, cardboard, anything ) they take a picture of it and upload it into this segment of the MSG app. Other students who might need it would be able to contact this person and us it.

We imagined many other possibilities within the MSG app: Clothes exchange, food sharing, etc. We want to point out that no money exchange is contemplated within the MSG app. It is based on a give-take communitarian economy. We can easily imagine student giving away a cardboard piece in the morning and getting a lift from another student to go to Como on the afternoon, and so on.

 Sustainability Lab Group Nr.3  Topic 

226 Sustainable Design Lab 2019/20 227 implementing sustainability / mobility Group 3 MSG

Proposition  MSG: Mendrisio Support Greta

MSG MSG

We imagine a smartphone app which is able to organise student s sustainable actions in one simple platform. The app is called MSG (standing for Mendrisio Supports Greta).

-Material: The material option would work as a digital advertisement board . When students have a leftover piece of material (be it foam, plexiglass, wood, cardboard, anything ) they take a picture of it and upload it into this segment of the MSG app. Other students who might need it would be able to contact this person and us it.

We imagined many other possibilities within the MSG app: Clothes exchange, food sharing, etc. We want to point out that no money exchange is contemplated within the MSG app. It is based on a give-take communitarian economy. We can easily imagine student giving away a cardboard piece in the morning and getting a lift from another student to go to Como on the afternoon, and so on. MSG MSG

9 1 9 1

Driver: Francesco Colli Possible stops: Como, 2 Direction: Napoli Milano, Bologna, Firen2ze

Available spots:

MSG MSG

Driver: Amos Mauri Possible stops: Como 5 Direction: Milano 5

Available spots:

Driver: Ludovic Chevalley Possible stops: Como Direction: Milano

Available spots:

MSG

0 Sustainability Lab Group Nr.3 1 Topic 

228 Sustainable Design Lab 2019/20 229 implementing sustainability / mobility Group 3 Conclusion task 4 5. What the school can improve?

- To propose a modelshop full furnish to avoid ways to brico's shop in Italie. implementing a change - A Mobility cars sharing in the parking of the school. - A cargo-bike. in using the buildings - An application to share differents thing between the students.

What the student can improve?

- To ask for material to his collegue before buy some.

- If the student has a private car, he should have the possibility to ask if somebody in the school want to join.

- If possible, everybody should move by foot, by bike or by train.

 Topic 

230 Sustainable Design Lab 2019/20 231 implementing sustainability / building use Group 3 1. Heating system

We can see that on the total electrical consumptiom of the Canavee, the heating system represent only 5%. Introduction

The buildings of the university were not thought to be sustainable. Ne- vertheless, it is possible to improve small details in the existing electrical systems and above all, each of us should adopt a new behavior to reduce Proposal 1: Turn down the heating our energy consumption. Nowadays, it is essential to rethink the design of our buildings in order to Generally we found the heating too high inside the school and the atelier. limit as much as possible our energy consumption, but above all, in an It could be clearly possible to reduce the temperature of 2 degrees or even architectural school, we must think about educating the students in the 3 degrees. design of sustainable buildings. The school is heating between 19 degrees and 20 degrees in winter. If we reduce it to 18 degrees or 17 degrees we wouldn't have less confort. - Analyse and categorise existing patters of usage / consumption of the Topic 0 building infrastructure at AAM: are there any especially wasteful processes? 19 degrees to 17degrees Simonetta Sommaruga - What is already done by the administration to improve the building infrastructure?

- Compare it to other schools propose strategies.

- Are there strategies to implement a more sustainable culture of usage ? Would it be possible to reprogram / rethink the standards? The way we 'do' schools? Would you have a vision for a different - more sustainable school of the future? Proposal : Put on a sweater

We must get used to less comfort. Putting a sweater inside the school in December when it is 0 degree outside is normal. It is common to see students in t-shirts indoors in the middle of winter. This isn't a normal behavior. We should put appropriate clothes according to the season.

On the other hand if you have forgotten your sweater, the accademia can propose a sweater of the image of the school in case of cold.

 Topic   Sustainability Lab Group Nr.3

232 Sustainable Design Lab 2019/20 233 implementing sustainability / building use Group 3 . Ventilation . Sanitary equipment

We can see that on the total electrical consumptiom of the Canavee, the ventilation system represent 14%.

Proposal 1: Natural Ventilation

In the Canavee building, you can not manage window openings. The window can only open at 10%. The problem is that when it's hot or busy in Proposal 1: Sinks a classroom, students want to open to air. The desired fresh air is not felt. The students open the windows to the maximum allowed and leave The sinks already have a water saver. It is a part that is installed on your them open all day, or several days. Thermal loss in this case is important faucet. It allows to divide by 50% the water flow of a conventional use by especially in winter. a principle mixing air and water, without alternating the water pressure. The desire to open and ventilate a room is normal and natural. But opening as is proposed to the school windows is not a viable solution in winter However, it would be even more optimal to install motion sensor taps with In winter timer, it reduces water consumption and is more hygienic. as in summer. In summer, it is too hot in the school and ventilation is 2x10 minutes a day insufficient. In winter, there are times when you need real ventilation for 5 minutes and that is not possible.

PS: It's also the case at home. Pay attention to how you air your home.

Proposal : Put the windows in Swiss regulation Proposal : WC and spinners Sufficient air intake is guaranteed by the controlled ventilation that are located in the ceilings of the school. It already represents a greater electrical We didn't find much to complain about it but we could propose a solution consumption of the school. Controlled ventilation is not sufficient in cer- to avoid wasting drinking water. It would be to integrate a rainwater har- tain cases of space overload or when making a model for example. The vesting system, which would reduce the amount of drinking water used window of Canavee building should be Swiss compliant to ensure proper manual ventilation and to avoid significant heat loss in winter. The radiator is located in front of the window. Its high is 58cm heigh from despite the school's high-water needs. the ground. We should add a 75cm fance on the top of it as the swiss regulation require to open the window.

BPA: garde-corps- brochure technique

 Topic   Sustainability Lab Group Nr.3

234 Sustainable Design Lab 2019/20 235 implementing sustainability / building use Group 3 . Illumination

We can see that on the total Proposal : Ateliers electrical consumptiom of the Canavee, the illumination The good points of workshop lighting: system represent 25%. To - automatic ignition system conclude, the illumination system represent the second The bad points: bigger consumtion in the - Automatic systems that are too sensitive. school. - They light too many lamps. - Some lamps are useless.

We propose to remove unnecessary lamps, reorganize motion detectors so that they are less sensitive, and assign them to a smaller number of luminaires.

Proposal 1: Aula

The lighting on the ceiling isn't the most suitable and economical system for such a large space. It isn't necessary to illuminate the whole space all the time but maybe it would be an option to separate the light cues in order to only lid the hallways to the exit doors.

Sufficient air intake is guaranteed by the controlled ventilation that are located in the ceilings of the school. It already represents a greater electrical consumption of the school. Controlled ventilation is not sufficient in certain cases of space overload or when making a model for example.

Proposal : Access to the teachers' and assistants' office on the rd floor

Lighting is done manually, the reason is that it is located near windows so it does not need to be activated at certain times of the day, but often stays on all night long for no reason, it is wasting a lot of unnecessary electricity. We offer an automatic lighting, active only at night.

 Topic  0 Sustainability Lab Group Nr.3

236 Sustainable Design Lab 2019/20 237 implementing sustainability / building use Group 3 A dissertation on the buildings of our campus and how we use them Building as sustainable education

As a group of students from the Accademia di Architettura di Mendrisio, when we are asked to face the question What does our school do to be more sustainable, plenty of topics and issues come to our minds. As architecture students, the biggest issue which pops up has to do obviously with the buildings of our campus. To start with, we can have a look at the Palazzo Canavee. This building is without a shadow of doubt the one most used by the students, it allocates most of the Atelier spaces and Our attitude towards sustainability must change, and this reflection begins the rooms where the theoretical courses take place in the ground floor. In addition, it also holds the computer rooms, especially in our schools of architecture. Not only must students be infor- most of the plotters, Chairs from the different Professors, big spaces like Cantafora where various events happen (from med, but the buildings around us can be used to educate. ping pong tournaments to lectures, critics or exhibitions). One could easily say that Canavee is the utmost important building of our campus and consequentially should be the one aiming to reach the highest degree of sustainability within Example of modern sustainable university building: all the buildings of our campus. What we find is that this idea is not matching the reality at all. Our first critic has to do with the building design itself. To Campus virtuel UNC / Architecture Taller Drift + Guillermo Mir + Jessica start with, it is easy to grasp even for an immature architecture student that the volume of the building doesn't seek to Grotter achieve any efficiency in it's compactness. It is a U shape building, with a 'double height glass box' in the ground floor and a flying corridor in the third floor (a corridor which only offers usable spaces to one side) and has facade in all it's 4 This building in the university of Cordoba, Argentina, prove the impact sides. Personally, we would find difficulties in imagining a less compact, inefficient and unsustainable volume. that a building can have on the student for a better sustainability design On top of that, the building's facade is composed of an almost infinite number of approach. windows. Windows which let too much sunlight in during the summer, making it almost impossible to inhabit comfortably. And during the cold winter period, doesn't efficiently isolate the interior which as a consequence forces the administration '' The technological decisions are coherent between the conceptualization of the school to make an overuse of the heating system. of the building and the premises of environmental sustainability, so we To finish with this building, we also believe that the management regarding it's work with local technologies and materials, such as the apparent concrete sustainability is not at all accurate. While we are writing this paper now, on a specially cold day on November, the heating as support structure and the metallic structure and the mesh as external is so high that all of us are wearing a t-shirt. People usually need to open the window during these days to contrast the wrapping, generating an austere language and without artifices.'' extreme heat inside the building. This is something which should be rethought and solved easily by the administration, it is a simple problem with a simple solution, just to low down the temperature a couple degrees. The habitable thickness of the facade allows for an intermediate space for user expansion, a technical maintenance space and a climate control Leaving the Palazzo Canavee behind and moving to another building of our campus, the brand new Teatro dell'Archi- space to improve the efficiency of the building (the continuous circulation tettura, we feel the necessity to expose here our concerns about it too. The utmost level of sustainability any action can of natural ventilation in the facade and the reduction of impacts of solar achieve (and the first thing anyone should ask themselves before trying to act sustainable), is to be as useful as possible, radiation in closed environments). At the same time, the outside metal for as many people as possible, and for as long as possible. layer manifests itself as a support screen for projections and interactive The Teatro dell'Architettura fails on this first transcendental question, it is a building we didn't need. It is a building which mapping, creating a building that houses public events. we, as a community, are having difficulties in finding a real use to it. Lectures happen there, exams happen there, exhibitions are hosted in that building too. Although, to put it plainly, all those events could easily happen in many other The true benefit of green building is cost savings. Buildings that reduce underused spaces of our campus. water and energy use are not only environmentally friendly, they are more It is difficult to solve efficiency concerns 'a posteriori' when we talk about built efficient and will reduce operating expenses. Work with the project team architecture, to demolish the Teatro dell'Architettura now simply because we found out we don't need it would be a mad to model the building's energy use and calculate how cost-saving features decision, also from a ethical point of view. can impact your bottom line. Decisions should be based on life cycle cost analysis, which includes the first cost and operating cost to evaluate in- However, what can easily be solved is what still hasn't been built and is planned to be soon. The Accademia di Archi- vestment and payback, not just lowest first cost. tettura di Mendrisio organised an architectural competition a few years back asking a number of architectural practices A sustainable education building changes the way students, faculty, and to propose a new building for ateliers (just next to the Teatro dell'Architettura). The competition was won by the expe- the surrounding community think about sustainability. Green buildings rienced Basel based office Buchner Brundler. show that your organization is thinking consciously about its impact. If this building is ever to be built, we would expect from the institution that represents us all a high demand on sustainable concerns to the Architects. We could imagine this building to allocate a power plant inside, one which generates as much energy as the building consumes, or even more, so the leftover energy can be used by other less efficient building of our campus or sold to the government.

 Topic   Sustainability Lab Group Nr.3

238 Sustainable Design Lab 2019/20 239 implementing sustainability / building use Group 3 Approach of architecture schools to evolve towards a better sustainability mentality

Other schools are heavily involved in the education of a more sustainable architecture. The researchers of EPFL and the university of Fribourg have developed a design support tool called ELSA. Based on an architectural intention, it allows designers to manage a limited 'carbon and energy budget' that would be imposed on them to build a building. The tool uses a database of several thousand design alternatives with their respective performances, allowing environmental criteria to be integrated very early in the project's development, As decisions are made, incompatible options are eliminated, guiding the designer in his successive choices.

 Topic   Sustainability Lab Group Nr.3

240 Sustainable Design Lab 2019/20 241 implementing sustainability / building use Group 3 Teaching to evolve the sustainability Conclusion mentality in architectur task 5

Many schools of architecture organize workshops to sensitize future architects to the sustainability.

- Delft sustainable camp - Planning and Design with Water for Sustainability (Summer School) What the school can improve?

The Summer School combines spatial planning, urban design and envi- - To improve the electronic system of the school in many ways ronmental technology to tackle issues of sustainability, climate adaptation and water management in urban environments. It invites students to un- - To teach better the next generation to think sustability in the design of derstand the theories and practices that bring together water manage- the building ment and urban sustainability and to apply the knowledge acquired in the elaboration of a vision and a spatial plan and design for an area in the city -To provide new activities (workshop, summerschool,...) about sustaibality of The Hague in The Netherlands.

What the student can improve?

- As student, we can't really change the electronic device of the school.

- To adopt a new comportment for a more ecological future

Endessa Pavilion is a Modular Solar Collector by IAAC

Designed by students at the Institute for Advanced Architecture of Catalo- nia IAAC, the Endessa Pavilion is part of the Smart City Expo in Barcelo- na, Spain. The aim of the project is exploring the possibilities of distributed intelligence concept. The building is conceived as an adaptive system that responds to environmental influences. The skin is constructed as a network of intelligent nodes that position themselves according to solar radiation. The pavillion is actually the prototype of a multi-scale construction system. A facade composed by modular components, like solar brick, that respond to photovoltaic gaining, solar protection, insulation, ventilation, lighting ... The same parametric logic adapts facade geometries to the specific environmental requirements for each point of the building.

 Topic   Topic 

242 Sustainable Design Lab 2019/20 243 implementing sustainability / building use Group 3 General Conclusion

The conclusion which comes out after taking part of this semester from this group of students is a common convincement that there's still a lot of room to improve our behavior towards a more sustainable existence. In a deeper reading, being part of the Sustainability Laboratory has casted light upon each of us individually in respect to how ambiguous this field is. What at a first glance might seem as an objectively sustainable action; can be, after a deeper analysis of the same action, totally unviable.

At the beginning of the semester, the moment where every group proposed a shelving system as a way of motivating the rest of the students to share left-over model material with each other. It became clear when checking all the submissions to the competition that a number of great, fresh ideas can come out of young students if you give them the chance to speak.

In the second task, we were asked to rethink the difficult relation between architecture education and model-making, especially in a school like Mendrisio which reputation stands so much in this field. In our eyes, the school should provide the students with the necessary tools, knowledge, and sense of responsibility to make this action as sustainable as possible. In addition, some fresh suggestions were proposed such as giving a second life to our models, or the possibility of opening a model's museum within the campus of our university.

In the third task we tried to rethink from scratch the whole waste system regarding food and paper consumption. Evidence showed us how this field could be heavily improved by adapting regula- tory systems to new standards, as well as encouraging new sustainable attitudes of responsibility within the student community.

To conclude, we managed to survey the situation in the school regarding mobility, a field which is commonly blamed as being a considerable factor in the climate crisis. By doing so, we were able to propose a series of solutions, always linked with actions involving collectivity, such as MSG (Mendrisio Supports Greta) a mobile phone application which would serve as common platform to link students with each other, boosting actions such as car-sharing.

This semester has thought us some meaningful lessons. It becomes clear to our eyes, that twenty first century brings with it many challenges for society which will, despite the perseverance of denying the evident by some influential politicians, force us to completely rethink from scratch the way we inhabit the world. Undeniably, to achieve a higher degree of sustainability has to be the number one priority and a common goal for all. And we, the younger generation of upcoming architects, will play an important role in this fight. From today on, we will promote with tenacity the common conviction that attitudes of singularity and arrogance are taking us to a dead-end situation which doesn t only affect the field of architecture education, but the society us a whole. The situation in which the world finds itself today regarding the undeniable climate crisis, is probably not going to be worked out by means of small variations in the actions which conform our routine and every-day life. But rather, it requests a complete shift in the way we live today. Late twentieth century s heritage of exuberance and individualism, urges to be left away towards a culture of austerity and collectivism.

1 Topic

244 Sustainable Design Lab 2019/20 245 implementing sustainability Group 3 Group 4

Lounès Amalou-Yezli Romain Defrang Leon Robin Dirksen A strategy for AAM Steven Emery

246 Sustainability Lab 2019/20 247 implementing sustainability Group 4 Introduction

OBSERVE ANALYSE PROPOSE

Method The aim of this analysis is to propose remedies for the functioning of the Mendrisio Academy. The environment is an essential factor that we architects are obliged to take into account in our future work. The place where we learn our practice must be a reference point in terms of sustainable development. The analysis is subdivided into 5 tasks developed during the semester. The tasks are based on the analysis and observation of the user of the establishment. Firstly, information is collected that is useful for understanding people's behaviour and then translated into strategies that aim to improve and make energy more sustainable in the school. We wanted to be able to make the amount and type of waste produced by students comparable using the same analytical tools and with the same reading level. Through a rigorous categorization of waste types, we also wanted to determine where there is the most potential for improvement in our consumption. A considerable number of strategies were then proposed with the idea of being able to act at different scales: from student behaviour to technical transformations in schools. After this analysis, we hope that these proposals will one day find a concrete goal and improve the energy footprint of our school and all its users.



248 Sustainable Design Lab 2019/20 249 implementing sustainability Group 4 A Potemkine Shelf

What if the reuse process starts already in the workshops? The idea is to set up an exchange platform (plastic box) that allows, in the first place, to exchange materials directly in the workshop. If these materials become unwanted in the workshop, no problem, there is probably another student in the school who could use them. This is when the OSA shelf enters the reuse process.So it is not just a cabinet that is created, but a whole network of material exchange. And when the part becomes too small to be reused, the round bins equipped with a sorting system are used and then disposed of in bins. This is how the reuse process ends and the recycling process begins. We are using the potential of visual manipulation as learned from the Potemkin Villages to enlarge the visibility of the attempt to increase the amount of recycling at the Accademia. It is, to us, important that the shelf is well proportioned, and refined, but equally, of not even more important is, that its Formal language has an iconography that transports and communicates in a bold way the idea of Riuso. We want to stand out, impress, maybe even confuse on a graphical level to make sure that the shelf will be unique. By affirmative means, we try to solve the problem not at first functional, but visually, that is manipulating. At the same time, in the background, we introduce and implement those steps that we consider absolutely necessary, so that a 1. concept of an open cupboard has a breeding ground. The shelf can be made of wood, metal or cardboard, the important thing is not there. The aim of this project is to implement a new way of thinking in a sustainable way within the university. competition entry for riOSA Cardboard Wood Styrofoam

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GSPublisherVersion 0.99.100.100 GSPublisherVersion 0.99.100.100 I. Site model

implementing a more SCALE: 1:100 - 1:10000

(HIGH) Start of the process to the final critics, serves as a basis for integrating the individual sustainable model- USE: project. Used for the group set.

making culture (HIGH) The site layout is used throughout the semester. It has a long life and can LIFESPAN: sometimes be reused from year to year.

PROCESS INTEGRATION: (HIGH) The site model is used at all stages of the production process. Can accommodate scale models (concept) up to the detailed final model.

(HIGH) Often in wood or cardboard, only one material to have a uniformity of the whole. MATERIAL IMPACT: The size of the site model often requires a large amount of this material.

FINANCIAL (MEDIUM) The price of the site model is divided by the number of people present in the RESSOURCES: workshop.

(LOW) Two days of work per person and there are 26 people in the workshop. In time per TIME person, this is less than a final model. RESSOURCES:

(HIGH) The manufacture is often done at the academy, cutting in the workshop. The LOGISTICAL EFFORT: wooden models require a lot of work in the workshop. working on the machines.

(HIGH) Visualization of the project in a broader context and encompassing all the elements BENEFIT RAGE: present to explain the proposal.

 Topic 0

252 Sustainability Lab 2019/20 253 implementing sustainability / model-making Group 4 II. Interior model III. Working model

SCALE: 1:50 - 1:10 up to 1m2 in Size accoring to scale SCALE: 1:5000 - 1:10 up to 1m2 in Size accoring to scale

USE: USE: (MEDIUM) Didactical use, one model could be use just for few hours but the fabrication of (MEDIUM-HIGH)Pre-Task (Didactical), Intermediate & Final Critics working model is very important in the development of a project.

(LOW) Stagemodel, built in several days, used for few hours, though image of model LIFESPAN: LIFESPAN: remains. (LOW) Stagemodel, built in several hours, could be reuse for the next model. (HIGH) Often teaching concept instead of CGI as better understanding of interior spaces, PROCESS PROCESS materials, proportion without digital Interface. INTEGRATION: INTEGRATION: (HIGH) Use for a teaching process all the semester.

(HIGH) As precise domestic or atmospheric recreations are requested model needs a wide palette of materials e.g Carboard, Wood, Plexiglas, Stucco, Paint, Spraypaint, (MEDIUM) Few needs of material and could be reuse or transformed for an other model. MATERIAL MATERIAL IMPACT: Fabric, Soap, Metal, Styro. IMPACT:

(MEDIUM) Depending on Size and the number of model, could be expensive if it s for a (HIGH) Depending on Size, in case of 1:20 - 1:10 cost for Styro, Mdf, Laser, Paint, FINANCIAL FINANCIAL structural model in wood or cheap if the model is only with cardboard cutted by hand. RESSOURCES: Spraypaint, Cardboard, Wood etc. RESSOURCES:

(MEDIUM) Process of one up to several days, allows changes, open process, gererates (MEDIUM) (LOW) Process should be short in time because the model is used to show TIME several possibilities for image. TIME something very specific. RESSOURCES: RESSOURCES:

(HIGH) Often requires use of several facilities; Laser, Wood-workshop, Sala-gesso, (LOW) low space requirement but if depends on the number of model we produce. LOGISTICAL LOGISTICAL EFFORT: specific choice of material. EFFORT:

(HIGH) Stongly connected to didactical concepts, very important to integrate it in the (HIGH) Stongly connected to didactical concepts, different perception & reflectipn of BENEFIT RAGE: created space, visible process in atelier. BENEFIT RAGE: process of work.

 Sustainability Lab Group Nr. 4  Topic 0

254 Sustainable Design Lab 2019/20 255 implementing sustainability / model-making Group 4 IV. Final model V. Strategies

SCALE: (MEDIUM) 1:200 - 1:20 up to 1m2 in Size according to scale I. Shifting Work-tools

USE: (HIGH) Final material representation of the project. Can be exhibited, can also be pictured. Workingtools & Infrastructure influence the way Students build models.

(MEDIUM to HIGH) The lifespan of final models can be considered quite low, when - If the school gives more space to model making tools, that are more sustainable, naturally those techniques will be considered only from the point of the final critic. They can be considered as 30 minutes applied. LIFESPAN: models. But it is probably the model with the most important lifespan, because, pictured, it will be the final material representation of the project in the portfolio and will follow the - Woodwork, Cardboard and Papermodels have a higher performance level in terms of recycling, according to the students during several years. performance, more space & machines are provided for these model techniques. PROCESS (LOW) The final model is the material result of a semester of work, it is not really part of INTEGRATION: the process integration, it is a result. - The School re-evaluates the quantity of used space in comparison to actual use of machines.

- Exchange of circular-saws, which are prohibited to use & waste space for other wood working machines or (HIGH) It comes at a time when students do not have much time to think and need to MATERIAL papercutters, lasercutters can be exchanged with 3-axes-blade cutters. IMPACT: produce, regardless of the price or the impact of the material, especially considering, that these are dicted by the professor aesthetic requests. It needs a wide palette of materials - Provide integrated programm, which optimizes cutting process to save time and energy. e.g Carboard, Wood, Plexiglas, Stucco, Paint, Spraypaint, Fabric, Soap, Metal, Styro. FINANCIAL RESSOURCES: (HIGH) Depending on Size, cost for Styro, Mdf, Laser, Paint, Spraypaint, Cardboard, Wood, Concrete.

TIME RESSOURCES: (MEDIUM) Process of several days, no possibilities to change the model after the deadline.

(HIGH) Often requires use of several facilities; Laser, Wood-workshop, Sala-gesso, LOGISTICAL EFFORT: specific choice of Material, shopping at different places.

(MEDIUM) Benefit since it a result, and once pictured, it is part of the representation of the project and will follow the student after the final critic. BENEFIT RAGE:

10 Sustainability Lab Group Nr. 4 11 Topic 0

256 Sustainable Design Lab 2019/20 257 implementing sustainability / model-making Group 4 V. Strategies V. Strategies

II. Recycling Day III. Implement a consciousness of materials

Plan a day of recycling after the final reviews to unbuild the models. It is important to create a new mentality for model making from the first year. But professors must also share this desire. - On the day the teachers give their marks, all students can decide to take back their mock-up or unbuild it by separating all the materials. Following, Paulo Mendes Da Rocha, Maquetes de papel.

- This day would be devoted to the sustainable development of the school to raise students awareness of a more - As an example paper has the best performance, in terms of affordability, disponibility, and recycling and also in ecological model construction. terms of occupied space in the waste bucket.

- This would also prevent the disappearance of models and everyone would be responsible for their own waste. - Starting from the first year, students should be encouraged to use paper as a material for making the most simple models. - The school would save manpower during the summer to get rid of the models. We can see quite often concrete used for simple volumes, while it requires much more work, money and it is time consuming and occupying more space in the waste bucket. - A place could also be used as a storage area for models that must be kept for exhibitions. This space could be the room on the ground floor in overhanging height currently used by the Blumer workshop. - Growing with this way of working, it can become a reflex, to start making models when needed, with paper.

1 Sustainability Lab Group Nr. 4 1 Topic 0

258 Sustainable Design Lab 2019/20 259 implementing sustainability / model-making Group 4 V. Strategies

IV. Mutualization of project sites implementing a

Mutualization of project sites would allow several workshops to work together on the same model and thus reduce more sustainable the amount of materials needed. consumption culture -The number of site models would be reduced and of better quality. The consumption of materials is decreasing.

- The cost per person will decrease because the more students there are, the higher the cost.

- The more students there are on a site, the more the manufacturing and maintenance tasks of this model are divided.

- Gather the workshops working on the same site on the same floor so as to facilitate the handling thereof.

- Possibility to reuse site models from year to year if the project statement remains the same. This requires good conservation in an isolated room during the holiday period between two academic years.

1 Sustainability Lab Group Nr. 4

260 Sustainable Design Lab 2019/20 261 implementing sustainability Group 4 I. Paper I. Paper A. PLOTTER PAPER B. PRINTER PAPER C. SKETCH PAPER Behaviour in each school

A. PLOTTER PAPER B. PRINTER PAPER C. SKETCH PAPER

HEIA-FR (FRIBOURG) HEIA-FR (FRIBOURG) HEIA-FR (FRIBOURG) Fribourg is a public school that brings The printers are also available next to the Sketch paper can be bought directly from together architects an different branches workshops with a credit valid for the whole the school. of engineering (civil, electrical...). Printers semester, which is more than sufficient. are easily accessible directly next to the workshops with an amount per student per semester. Students print several tests before each presentation because the credit available to each student is high enough.

ENSA-PB (PARIS) ENSA-PB (PARIS) ENSA-PB (PARIS) The university is located in the city centre The printers can also be used with a Sketch paper can be bought directly from with services nearby. Plotter printing is rechargeable card in the same room as the school. available with a rechargeable card in the plotters, of which these printers are also rarely used. another annex building and is usable from QUANTITY AT AAM QUANTITY AT AAM QUANTITY AT AAM a computer room next to the plotter room. 23.10.19 23.10.19 per year The room is accessible during the scho- 120m2 just today until 18:40 2 packs of sheets (A4 and A3) 2 rolls of paper per student per semestre ol s opening hours. The students print without moderation with the plotter even if 1 tree = 620m2 of paper of 80 gr. 500 sheets per packs = 90m2 of 80gr. 7.5m2 per roll = 30m2 per year it is not immediately next to the ateliers. 1/5 of a tree was used today until 18:40 1/7 of a tree was used today not recyclable

ULG (LIEGE) ULG (LIEGE) ULG (LIEGE) PRICES AT AAM PRICES AT AAM PRICES AT AAM University of Li ge located in the city The printers are also only available in a Sketch paper can be bought in a shop 5.00CHF/m2 (C) A4 NB 0.10CHF/sheet Cartoleria Novela, 42gr. 25CHF centre with about 1000 students with other room across the street with the need to next to the school. 2.00CHF/m2 (NB) A3 NB 0.20CHF/sheet university courses in the same building. reserve these prints. The problem with Student credit per year 650CHF A4 C 0.60CHF/sheet The room for printing plotter is located this system is that the reservations are A3 C 1.00CHF/sheet outside the school grounds with a road complete in advance and therefore you to cross with opening hours (7am-6pm). have to plan all your printouts in advance. PRICES AT HEIA-FR PRICES AT HEIA-FR PRICES AT HEIA-FR All printing can be paid for out of pocket 3.00CHF/m2 A4 NB 0.10CHF/sheet 42gr. 15.00CHF and one e-mail can be sent per day. The A3 NB 0.20CHF/sheet school, in general, requires work done by A4 C 0.20CHF/sheet hand, so the share of printing is lower in A3 C 0.40CHF/sheet Mendrisio. The students, when they have work to print, use the plotters a lot, despite PRICES AT NSA-PB PRICES AT NSA-PB PRICES AT NSA-PB the price and the location. 4.00EUR/m2 (C) A4 NB 0.05CHF/sheet 42gr. 6.00EUR BAUHAUS-UNIVERSITAT WEIMAR BAUHAUS-UNIVERSITAT WEIMAR BAUHAUS-UNIVERSITAT WEIMAR 2.00EUR/m2 (NB) A3 NB 0.10CHF/sheet The Bauhaus University Weimar only has There are A3 printers spread over Sketch paper can be bought in a universi- A4 C 0.10CHF/sheet an external plotter pool . There are no the various buildings, which are used for ty shop run by volunteer students, which A3 C 0.20CHF/sheet plotters in the main building and in the stu- scanning and printing. The printers cannot is located on campus. There are also dios. Students must make an appointment be used over the Internet. The students other shops near the university that sell PRICES AT ULG PRICES AT ULG PRICES AT ULG during the opening hours (8:00-20:00 on unlock the machines with their cards, sketch paper. However, the Uni Shop is 5.00EUR/m2 (C) A4 NB 0.40EUR/sheet 42gr. 10.00EUR much cheaper and is therefore preferred weekdays). The plotter pool is closed on onto which they manually deposit cash. 2.00EUR/m2 (NB) A3 NB 0.60EUR/sheet by most students. weekends. It is common for students to This money is used for the plotters, the A4 C 1.60EUR/sheet use the plotters for presentations, but not printers and the canteen food. Due to the A3 C 2.00EUR/sheet for constellations or table reviews. low price and the better accessibility, the A3 printers are mainly used in the regular PRICES AT BAUHAUS-UNI. PRICES AT BAUHAUS-UNI. PRICES AT BAUHAUS-UNI. course of the semester. 5.00EUR/m2 A4 NB 0.04EUR/sheet 42gr. 7.00EUR 8.00EUR/m2 if the printing is not optimi- A3 NB 0.08EUR/sheet zed A4 C 0.08EUR/sheet A3 C 0.16EUR/sheet

1 Topic 0 1 Sustainability Lab Group Nr. 4

262 Sustainable Design Lab 2019/20 263 implementing sustainability / consumption Group 4 I. Strategies II. Model making A. SKETCH MODELS B. SITE MODELS C. FINAL MODELS

I. Increase the price of prints AA MENDRISIO AA MENDRISIO AA MENDRISIO The idea is to increase the price of prints. Students would then be more careful about the number of sheets they print and whether it is really necessary to print again for a few mistakes on the drawings. High High High Anecdote from Belleville: The school made a mistake with the pricing of the prints for 2 years, (prices were divided by 4), and it was Reasonable scale Different materials Huge scale Different materials Huge scale Different materials a nightmare to print during the final critic,sometimes up to 12 hours wait in a battlefield. ENSA PARIS-BELLEVILLE ENSA PARIS-BELLEVILLE ENSA PARIS-BELLEVILLE Updating the price has reduced the waiting time to around one or two High Low Medium Small scale Cardboard/Foam/Paper Small scale Cardboard/Foam/Wood Reasonable scale Cardboard/Foam/ Wood/Concrete II. Offer the credits remaining at the end of the master HEIA FRIBOURG HEIA FRIBOURG HEIA FRIBOURG During the master, the student has 1300 CHF of printing space. This amount could be partially or completely credited to him, thus Medium Small scale Low Medium motivating him to save the number of paper he uses. Cardboard Small scale Cardboard Small scale Cardboard

III. Beamer presentations UC LIEGE UC LIEGE UC LIEGE Low Low Low Each atelier should have a beamer available to project rather than print its work. The Olgiati atelier offers an example of recycling. Small scale Cardboard/Foam Small scale Cardboard/Foam Reasonable scale Cardboard/Foam

BAUHAUS-UNI. WEIMAR BAUHAUS-UNI. WEIMAR BAUHAUS-UNI. WEIMAR IV. Tree Planting Day High Low High A day of the year would be dedicated to planting trees used to make paper to compensate for the square metres of paper used in Small scale Cardboard/Paper Reasonable scale Cardboard/Concrete/ Reasonable scale the past year. The idea is more to raise awareness of the waste production they generate. Wood

1 Topic 0 0 Sustainability Lab Group Nr. 4

264 Sustainable Design Lab 2019/20 265 implementing sustainability / consumption Group 4 II. Strategies III. Food & Drink A. GOLOSI PIZZA B. VENDING MACHINE C. VIGNETTA

The solutions remain similar: QUANTITY: QUANTITY: QUANTITY: 300 Pizzas/ Week during regular schedule Ca. 70-80 Bottle drinks / day 150 Dishes/ Day 500 Coffes/Day 600 Pizzas in last two Week before final In total 6500 Bottles/ Semester I. Mutualization of project critics 4500 Pizzas sold to accademia students Sharing a site allows to share ressources from different ateliers. Accademia makes 85% of total Sales

II. Recycling Day WASTE: WASTE: WASTE: For each Pizza one Carton If carton is Plastic cups from the coffee machine are General waste at Vignetta is, due to A day to unbuild and to recycle your model. polluted by oil or food, carton can not be getting trashed few moments after they the table- and restaurant service low recycled. As most of the Pizza-cartons have been used, most of them are getting compared to alternatives around. end up in the trash of Accademia, the Uni- trashed in the kabinett room the wending Coffee 2 Go, a well as the bottled versity is in charge of the non-recycable machines stand in, or in the smokers area drinks are the most wasteful pro- III. Shifting Work-tools waste of some 4500 cartons. infront of Cantafora. ducts of Vignetta. Influence directly the model making culture of the school through the tools you provide to students.

IV. Implement a consciousness of materials Develop a paper based model ideology, but this idea should be shared by the school directly. As an example the school of Belleville, through the courses of the school, the lectures, the architecture office specialized in re-use settled inside the school, the school try to develop an ideology. The school try to influence the behaviour of the students, as future architects, demonstrating the benefits of new materialities, and way to build. But there is a contradiction, trying to influence the students at future architects and not as people that can have an immediate impact on this situation.

1 Topic 0  Sustainability Lab Group Nr. 4

266 Sustainable Design Lab 2019/20 267 implementing sustainability / consumption Group 4 III. Strategies

implementing a more I. Enable to recycle When the cardboard of the Pizza is dirty or was in contact with food or oil, this waste is no longer recycable. Therefore this cardbo- sustainable mobility ard waste can not be considered ecological. A method, where in the Carton a second thin Layer, like backinpaper, is inserted allows to recycle the main Carton. culture II. Change of packing material at Vignetta & Golosi Instead of mainly using Cartons for the pizza, Golosi could introduce a Carton Plate as the Pizzas make a maximum distance of 130 meters from Golosi to Canavee. There are several products available on the market, like the re-use order-green products, which are already being used in Germany. III. Re-use Cups at Vignetta (USI_CUP) Vignetta could stop selling Coffee in papercups. Instead Vignetta could introduce a recycable cups for 5 Chf with which you get 10% Sale on Coffee. The Academia could give this kind of cups with the Logo of Accademia to the new Students as a give-away when beginning the semester.

IV. Avoid one-way & plastic products The coffee machine should, if ever replaced, work with a different system. Namely one that allows to put own or brought cups under the tubes. In any other case it would be desireable to use paper cups instead of the plasic cups used temporary.

V. Turn down wending-machines The biggest amount of F&D-waste produced in Accademia comes from consumption of snacks and drinks bought at the wending machines. Since there are services as the water-stations it is possible to stop selling Water and Soft-Drinks in plastic cans. Instead Vignetta could replace the range with glass bottles and sell snacks without packaging.

 Topic 0

268 Sustainable Design Lab 2019/20 269 implementing sustainability / mobility Group 4 I. Student A. RESIDENCE - MENDRISIO - RESIDENCE B. MENDRISIO - SCHOOL - MENDRISIO C. STUDY TRIP

FREQUENCY FREQUENCY FREQUENCY Swiss and italian student: 2 t. per month Every day (100 days) 1 time per semester Europe student: 2 times per semester Oversea student: 1 time per semester

DISTANCE, DURATION Swiss and italian student: 300 km radius DISTANCE, DURATION DISTANCE, DURATION Europe student: 1 000 km radius 3 km radius Europe: 1 000 km radius Oversea student: 10 000 km radius

MEANS OF TRANSPORT MEANS OF TRANSPORT MEANS OF TRANSPORT 50% Airplane 80% Soft mobility 65% Airplane 20% Car 5% Two motorized wheels 35% Public transport: Train and bus 30% Public transport: Train and bus 5% Car 10% Public transport: Train and bus

CONSUMPTION CO2 per trip CONSUMPTION CO2 per trip CONSUMPTION CO2 per trip Swiss and italian student: 300 km radius 80% Soft mobility: 0 gram of CO2 65% Airplane: 285.0 kilogram of CO2 30% Car: 15.0 kilogram of CO2 5% Two motorized wheels: 216 g. of CO2 25% Train: 14.0 kilogram of CO2 70% Train: 4.2 kilogram of CO2 5% Car: 165 gram of CO2 10% Bus: 68.0 kilogram of CO2 7% Train: 42 gram of CO2 Europe student: 1 000 km radius 3% Bus: 204 gram of CO2 30% Train: 14.0 kilogram of CO2 70% Airplane: 285.0 kilogram of CO2

Oversea student: 10 000 km radius 100% Airplane: 2 850 kilogram of CO2

CONSUMPTION CO2 per semester CONSUMPTION CO2 per semester CONSUMPTION CO2 per semester 65% Swiss and italian student: 143 kg of CO2 per student 5.62 kilogram of CO2 per student 391 kilogram of CO2 per student 25% Europe student: 815 kilogram of CO2 10% Oversea student: 5 700 kilogram of CO2 per student The kilometers are doubled to count one The kilometers are doubled to count one The kilometers are doubled to count one 10 km radius round trip round trip round trip

 Topic 0  Sustainability Lab Group Nr. 4

270 Sustainable Design Lab 2019/20 271 implementing sustainability / mobility Group 4 II. Professors A. RESIDENCE - MENDRISIO - RESIDENCE B. MENDRISIO - SCHOOL - MENDRISIO C. STUDY TRIP

FREQUENCY FREQUENCY Theoritical courses: once a week 1 time per semester Atelier: Once a week or twice a month

DISTANCE, DURATION DISTANCE, DURATION Swiss and italian teacher: 300 km radius Europe: 1 000 km radius Extra Europe: 10 000 km radius

MEANS OF TRANSPORT MEANS OF TRANSPORT 50% Airplane 65% Airplane 20% Car 35% Public transport: Train and bus 30% Public transport: Train and bus

CONSUMPTION CO2 per trip CONSUMPTION CO2 per trip Swiss and italian teacher: 300 km radius 65% Airplane: 285.0 kilogram of CO2 30% Car: 15.0 kilogram of CO2 25% Train: 14.0 kilogram of CO2 70% Train: 4.2 kilogram of CO2 10% Bus: 68.0 kilogram of CO2

Europe teacher: 1 000 km radius 30% Train: 14.0 kilogram of CO2 70% Airplane: 285.0 kilogram of CO2

Oversea teacher: 10 000 km radius 100% Airplane: 2 850.0 kilogram of CO2

CONSUMPTION CO2 per semester CONSUMPTION CO2 per semester Swiss and italian teachers: 208 kg of CO2 Europe teacher: 5 703 kilogram of CO2 391 kilogram of CO2 per teacher Oversea teacher: 27 930 kilogram of CO2

The kilometers are doubled to count one The kilometers are doubled to count one round trip round trip 1500 km radius

 Topic 0  Sustainability Lab Group Nr. 4

272 Sustainable Design Lab 2019/20 273 implementing sustainability / mobility Group 4 III. Workers A. RESIDENCE - MENDRISIO - RESIDENCE B. MENDRISIO - SCHOOL - MENDRISIO C. STUDY TRIP

FREQUENCY Swiss and italian workers: 5 days a week

DISTANCE, DURATION Swiss and italian workers : 50 km radius

MEANS OF TRANSPORT 80% Car 20% Public transport: Train and bus

CONSUMPTION CO2 per trip Swiss and italian workers : 50 km radius 80% Car: 2.5 kilogram of CO2 20% Train: 0.7 kilogram of CO2

CONSUMPTION CO2 per semester Swiss and italian workers: 120 kilogram of CO2

The kilometers are doubled to count one round trip

50 km radius

 Topic 0 0 Sustainability Lab Group Nr. 4

274 Sustainable Design Lab 2019/20 275 implementing sustainability / mobility Group 4 IV. Strategies A. RESIDENCE - MENDRISIO - RESIDENCE B. MENDRISIO - SCHOOL - MENDRISIO C. STUDY TRIP

implementing a change I. Car-sharing Launch a group or an app, that allows students that are travelling using their car to inform other students about their in using the buildings route. So they can share the route, the costs, and also good moments, meeting new people.

II. More skype presentations Teachers could use skype presentations more often to reduce CO2 consumption. We could say that a teacher could only come to school once every two weeks.

III. Diploma trip accessible by train Each year, for their degree project, a hundred students work on a city, more or less distant. If train accessibility and proximity are favored, as in Chiasso this year, it is easy to reduce the carbon consumption of one-seventh of the school s students in a single operation. As an exemple, per 120 diploma students, we divide per 20 times the consumption of CO2 if we take comparaison between Cagliari and Chiasso during the diploma of this year and the last one.

1 Topic 0

276 Sustainable Design Lab 2019/20 277 implementing sustainability / building use Group 4 I. Heating I. Strategies A. VENTILATION WITH WINDOWS B. OPEN DOORS C. SOLAR ENERGY

I. VENTILATION WITH WINDOWS CONSUMPTION NUMBERS CANAVEE The main solution would be to prevent users from opening windows. However, it seems complicated to imagine pro- hibiting the CANAVEE : opening of windows during intense work that requires a greater amount of air renewal. One solution could be to allow some win- 550000 kWh/year 7 dows to be fully opened (by modifying the balustrade on the outside) to effectively ventilate the premises while blocking the opening 3 kWh/year/m2 of all other windows that are only openable in transom. 7 500m2 GENERAL SITUATION TURCONI: The problem with this building design is the image we want to give to the building. Indeed, to avoid having imposing balustrades, 944136 kWh/year the architect decides to reduce the opening of the window to avoid the risk of falling. This decision has repercussions on the use of 162 kWh/year/m2 the school. 5 828m2 II. OPEN DOORS CANAVEE BEHAVIOUR/ADVICE The problem with the Canav e building is the position of the entrance doors. Indeed, the doors leading to the central space are only exit doors but are positioned in relation to the rest of the campus. All users therefore use these doors, which generate significant air VENTILATION WITH WINDOWS cooling in the central space. - To ventilate the classrooms, the windows are open in a transom. They are often left open for too long and this cool the indoor air Our proposal is to close the door facing the square in front of the school to the northeast and to reopen the door leading into the and the area near the opening. passage between the two volumes on the northwest side. We could even imagine introducing an airlock using a curtain or other - Ventilation of a classroom is not possible with transom windows. There is already double flow ventilation in the building that allows means into the space to reduce heat loss. ventilation. The transom opening will cool the air, but especially the walls that are nearby. Building heating can easily heat the air but will take longer to heat the walls and ceilings. GENERAL SITUATION A public space such as the school s central hall could be thought of as an outdoor space without heating. This would thus make it possible to have a first multi-purpose public airlock similar to the Lacaton Vassal school in Nantes, which offers temperate multi-pur- OPEN DOORS pose spaces that users can appropriate. - The doors on the ground floor are left open because people who go out for a cigarette do not have a key card. This cools the Aula Canavee: 900 m2 73kWh/m2 x 900 = 65 700kWh/year 16 cents/kWh 10 500 .- saved per year with some transformations of interior space considerably because the doors open onto a huge space that is very difficult to heat. Doors to large spaces should be the school used in a reduced way to reduce energy loss. Indeed, cold air will cool a large space more quickly than a space with an airlock.

SOLAR ENERGY III. SOLAR ENERGY - The energy of the sun to heat rooms is an important source of heat in a building. Blinds in the school are too often CANAVEE Window blinds are too often lowered. We propose to install an automation that would automatically raise the blinds closed in classrooms, preventing sunlight from heating the rooms. People should take the time to open blinds in the middle of the every morning in winter to allow the heat of the sun s rays to help heat the building. Thus, if the user forgot to open day when the sun does not create backlighting or glare indoors. the blind, every morning the building would take care of it for him.

 Topic 0  Sustainability Lab Group Nr. 4

278 Sustainable Design Lab 2019/20 279 implementing sustainability / building use Group 4 II. Water II. Strategies A. Students B. Teachers, assistants C. Staff members

Approximately 700 students Approximately 100 teachers and assistan- Approximately 50 staff members Small interventions are favored because it seems difficult to set up an intervention at the level of the water network and the mana- ts gement of water.

PRESENCE IN THE SCHOOL: PRESENCE IN THE SCHOOL: PRESENCE IN THE SCHOOL: I. Encourage the use of materials that do not require water for model 5 days a week 1.5 days a week 5 days a week making Concrete and plaster are materials that require the use of water in an active and passive way. Active, because water is one of the CONSUMPTION PER DAY: CONSUMPTION PER DAY: CONSUMPTION PER DAY: ingredients of these materials and passively, because water is then needed, for the cleaning of tools and premises. Approximately 50 liters Approximately 80 liters Approximately 40 liters Note that the use of these materials, may have future repercussions, on the use of these materials, at scale 1, and therefore multi- plying the scale.

PRINCIPAL USES: PRINCIPAL USES: PRINCIPAL USES: Water drinking Water drinking Water drinking Toilet use Toilet use Toilet use Hand washing II. Reduce the volume of water flushes by filling them artificially Hand washing Hand washing Floor and tables cleaning Model making This solution is often used by individuals, the average volume of a flush being about 12 liters, it can be easy to reduce this volume Tools cleaning by half, without disrupting the effectiveness of the device, and at a lower cost.

CONSUMPTION of water per se- CONSUMPTION of water per se- CONSUMPTION of water per semester/ staff member: mester/ student: mester/ teacher: 3500l 600l 840l III. Use a water tap aerators The water volume of a standard faucet is about 12 liters per minute, to reduce the volume of water, it is possible to use a flow aera- tor, reducing up to 70% of the flow of water without loss of comfort and without influence on flow efficiency.

 Topic 0  Sustainability Lab Group Nr. 4

280 Sustainable Design Lab 2019/20 281 implementing sustainability / building use Group 4 III. Electricity III. Strategies A. Lighting and ventilation B. Computers and machines

INFRASTRUCTURES : INFRASTRUCTURES : The university is illuminated 24 hours a The university provides students with a Lighting and ventiliation day. The artificial lighting system is divi- large number of fixed computers. In the ded by zone in the building. If this zone is world of architecture, we need high-per- I. WEATHER ADAPTATION unoccupied for several minutes, the lights formance hardware to produce the high Installation of luminosity sensor. If the outside brightness is sufficient, the automatic lighting could be removed during the day will turn off automatically. quality documents needed for project depending on the weather. Use as much natural light as possible knowing that the building is highly glazed. The mechanical ventilation system of clas- communication. These computers account srooms only works if it is occupied. When for a large part of the electrical consump- II. CONSUMTION ELECTRICITY CONTEST tion of the floors where they are located. the teacher closes the door of the room, Make visible the electrical consumption numbers of each workshop to see who consumes the most and the least. This inner Model creation also requires the use of the ventilation stops working. This start competition could influence student behavior. Possibility to set up a reward system for the most sustainable workshop each month specific machines. The university provides of ventilation only when the class room is (example: more printing credits for each peoples of the workshop). used is a great energy saver. 2 laser cutters (2kw laser), 3 3d office printers (Consumption standby: between 9.5W and 9.8W and Consomation in operation: between 100W and 205W. Computers and machines

TYPICAL PROBLEMS : TYPICAL PROBLEMS : I. PORTABLE INSTEAD DESKTOP COMPUTER Students do not turn off computers after The space of the palazzo canav e is a Consumtion of a desktop computer 600kWh / year if the computer is turned on for 8 hours a day. This represents a CO2 emission use and this consumes a lot of energy. large open space without division and of 175 kg per year. (for a computer with a power of 200 watts, speakers and printer included). Sleep mode also consumes electricty. compartmentalization. Circulation move- Consumtion of a laptop 150 and 300 kWh / year if the laptop is plugged in for 8 hours a day. This represents 44 to 88 kg of CO2 per ments in this space sometimes activate year. (for a computer with a power between 50 and 100 watts depending on the model) In standby mode, a computer, either fixed lamps that are not needed or occupied. The renders sometimes occupy the com- or portable, consumes about 1/3 of its running power. We sometimes observe a fully illuminated puter for many hours a computer with the workshop while nobody works there. screen turned on while this is not necessary. The students do not miss it because II. 1 POWER BAR = 1 COMPUTER they are afraid that another student will Optimizing the installation is essential to save money on the average power consumption of the computer. It is wise to opt for a The lights are sometimes fully engaged use this computer. power strip that will disconnect the entire complex very easily. Each device consumes as the plug is plugged in. The student could while the number of windows present in simply unplug the complex after use (everything is connected to the multi jack). The connected computers will be the only ones to the palazzo canav e allow to benefit from be really used. enough brightness to work properly. The computers provided are fixed and non-portable computers. They consume more energy than a laptop because they III. CONFERENCES ON LITTLE HABITS are permanently connected to the mains. Many university students are unaware of what a computer actually consumes and what are the tips for lowering power consumption. Organizing mandatory conferences on this theme could be a simple way to implement good reflexes directly to students. Establish a charter that students agree to respect regarding the use of AAM computers. Examples : - Turn off the screen when you temporarily leave your computer. - Turn off your speakers

 Topic 0  Sustainability Lab Group Nr. 4

282 Sustainable Design Lab 2019/20 283 implementing sustainability / building use Group 4 Conclusion

During the semester we have tried to develop strategies to improve the sustainability of the Accademia di Architettura. In the course of the analysis, it became more and more clear how multifaceted the topic is and that if you really want to make a lasting change, you have to start at many points at once. Parts of the strategies refer to internal processes and specific aspects of the Accademia, such as the entire problem area of model making. In this area, certain parameters can be changed, such as changing the machines, in order to make the production of the models programmatically more sustainable. The scope of recycling can also be significantly expanded, since model making is often linked to the didactic concepts of the professorships and model making is as diverse as the school's content. We therefore do not consider it useful to set binding parameters for the way models should be built. An awareness for more sustainable model building methods can nevertheless be supported.

In view of our analyses, we see the greatest potential for savings and improvements primarily in the areas of general consumption, i.e. food and drink, and building management, which includes electricity, heating and water consumption. These parameters are much easier to scale and also to compare with "best-practice" examples, as they are strongly related to individual behaviour, but do not directly influence teaching and learning. Universities, as an important part of contemporary society, may feel obliged to communicate the task of educating their students about consumer and environmental issues. Since the social group of students is one of the most agile, if not the most agile, more radical measures can be implemented in the university environment, which could not yet be implemented for society as a whole.



284 Sustainable Design Lab 2019/20 285 implementing sustainability Group 4 Group 5

Fabio Da Costa Nadia Crepaz Costanza Giordano Veni, Vidi, Vici Neshat Maksuti understanding analysing and acting

286 Sustainability Lab 2019/20 287 implementing sustainability Group 5 what does sustainability mean to us? That's the first question to pose. With this work we would like to propose our interpretation of sustainability: a small intervention, as the result of a careful analysis, which however can have a great impact. The intention of our research is to investigate possible ways and countless methods of sustainability. Conscious that there are a thousand shades of this subject, we are looking for our own personal interpretation of sustainability.

But the starting point for achieving this is awareness. We wanted to highlight awareness, which is often not enough and is the first step towards a more sustainable behaviour. We believe that making our own contribution as young architecture students to a more sustainable school campus is not simply part of our civic duty, but also a fundamental exercise for future conscious and careful designers.

The approach we followed during the research has always been as scientific as possible. Always placing the emphasis on awareness as a first step for a sustainable attitude, during the whole semester the method of investigation and analysis that we have adopted is divided into several steps.

 Sustainability Lab Group Nr. 05 

288 Sustainable Design Lab 2019/20 289 implementing sustainability Group 5 Method

Observation Data collection Critical data Analysis Proposal

The first step to each topic of investigation has The second step of the survey method involves The next step after data collection is the evalua- The last part of the research always consists always been to observe the existing situation. the collection of data, both quantitative and qual- tion of the data. This phase constitutes a funda- of a proposal: a solution to a specific issue ad- We pay a lot of attention to this phase, which itative, relevant to the specific topic under anal- mental moment of investigation because it intro- dressed. becomes an essential part of the procedure we ysis. duces a critical aspect of analysis, essential for a On several occasions what we propose does not have decided to adopt for the research. This is a fundamental part of the analysis pro- relevant and successful proposal. pretend to subvert the system or introduce ma- The observation allows us in many cases to iden- cess, which can only be based on objective and jor changes within the Academy; we believe that tify winning or failing dynamics, or to find some clear data. What allows us to confirm our re- This is the moment in which we report our ob- small interventions, as long as they are support- examples of other realities that provide an impor- search is the constant exploration of reliable servations and deductions on the specific issue. ed by scientific data and supported by careful tant starting point for the investigation. information: on several occasions we use photo- The group comparison on the basis of the col- analysis, can really make a difference. graphic reports, data published by cantonal enti- lected data shows which are the critical points The principle that has always guided our work This first cognitive phase is often supported by ties, surveys on a sample of students, interviews and which are the issues to be stimulated. has been to operate in a minimal way in order to photographic reports or written texts that attest with technicians or logisticians. obtain the maximum result in terms of sustaina- the current situation in the most objective way bility and awareness on the part of all users. possible. This method allows us to collect data in a direct and objective way, which is the starting point of our research.

 Sustainability Lab Group Nr. 05 

290 Sustainable Design Lab 2019/20 291 implementing sustainability Group 5 1.

competition entry for riOSA

The first approach to sustainability work is based on the scientific method we have outlined. Starting with observations of student behaviour and waste generation from the models, we noticed that students care very little about the waste they generate. The aim of our intervention is therefore to make them aware of good waste control for economic and environmental reasons. Fur- thermore, we also noticed that several materials that are no longer used for the school's logistical needs and could be re-used or transformed so that this second life could be used by the students.

The aim of this project was to find the materials in question and to adapt them to the construction of a piece of furniture in the model room so that this system of second life of the materials could

be extended to materials that could be used to T R E N O make models. The latter would then be self-managed by the students.

 Topic 01

292 Sustainability Lab 2019/20 293 implementing sustainability / riOSA competition Group 5 CONCEPT STRATEGY MATERIALS ECONOMIC BUDGET COST

Our idea is the creation of a shelf that has to work The idea is to reuse all the material that the Acad- The Academy's investment is determined by the Actual cost of shelf production is reduced: mate- with an independent and unguarded process. emy no longer uses and that otherwise should be generosity of the students: the more students rial for assembling, painting. The trust between the students is at the heart of thrown away. participate in the exchange project, the more the Cost of the electronic badge to pass the student's the project. Anyone can drop or take objects from For example: in the parking place of the acade- Academy invests in sustainable projects or use- card. Manpower or workshop for the realization. the shelf with free access 24h/7days. my there is a storage area of old tables waiting to ful services, in exchange for the savings made. A yearly budget that the Academy makes availa- To guarantee a minimum control of incoming and be thrown away, like old tables a bit damaged or Of course, it will be a sort of compromise be- ble for investment (to be evaluated). outgoing items, two badges are provided through the old door of the cantafora. tween the students and the academy in terms of the passage of the student card, can record the Another idea was to use the waste materials the budget that the management offers. THE GOAL IS THAT THOSE WHO LEAVE AND movements of each student who uses the shelf: from the building site next to the Turconi Palace. TAKE MATERIAL DO NOT PAY, A CYCLE THAT by passing the card, the student accumulates The aim is to give new use to these objects that DOES NOT REQUIRE THE USE OF MONEY. points. are already in the Academy, in this way you re- At the end of the semester/year the Academy duce the costs and energy of transport by the checks the number of points the students have company Puricelli (also in terms of energy waste). accumulated and invests an equivalent amount The intervention to be done will be simply assem- of money in sustainable projects for the academ- ble these materials, perhaps make small chang- ic community; for instance: planting a tree, buy- es in size and paint them. ing new electric bicycles, encouraging the use of the most sustainable means of transport, for example buying train tickets for an Atelier. At the end of the semester each student receives an email with his or her points earned and how he or she has contributed to the achievement of this goal: there is no punitive purpose, but the aim is to encourage students to participate more and more in the accumulation of points. (e.g.: Thanks to your points we have planted a tree...) The most generous student will receive a Diplo- ma, as a symbolic recognition.

 Sustainability Lab Group Nr. 05  Topic 01

294 Sustainable Design Lab 2019/20 295 implementing sustainability / riOSA competition Group 5 PHOTO ESSAY

Waste materials from Turconi's building construction site October, 2019

10 Sustainability Lab Group Nr. 05 11 Topic 01

296 Sustainable Design Lab 2019/20 297 implementing sustainability / riOSA competition Group 5 Unused materials at the parking lot of the Canave building October, 2019

1 Sustainability Lab Group Nr. 05 1 Topic 01

298 Sustainable Design Lab 2019/20 299 implementing sustainability / riOSA competition Group 5 POSSIBLE FUTURE OBJECTIVES

Electric bicycle at the parking lot of the Canave building and traditional bicycle: two possible sustainability goals for the future

1 Sustainability Lab Group Nr. 05 1 Topic 01

300 Sustainable Design Lab 2019/20 301 implementing sustainability / riOSA competition Group 5 MATERIAL STORAGE

FOAM WHITE CARDBOARD CARDBOARD MDF WOOD WOODEN RODS GLUE AND MUCH MORE...

1 Sustainability Lab Group Nr. 05 1 Topic 01

302 Sustainable Design Lab 2019/20 303 implementing sustainability / riOSA competition Group 5 FINANCIAL FORECAST COST OF REALIZATION CHF

Wood as a raw material is all recycled inside the Academy 0

Material transport cost 0

Assembly tools such as painting, glues or joints... 30

Electrical system for USI cards in order to check points 450

Labour and shelf building through a voluntary student workshop 0

Total costs of realization 0

MAINTENANCE COST CHF

Delivery and collection of materials will be completely free for students 0

Annual eco-investment of the Academy to be defined, but we can propose an 500 indicative sum.

Total costs of maintenance per year 00

Total costs for students 0

Total estimated costs for the Academy 480

Total estimated costs of eco-investment per year 00

1 Sustainability Lab Group Nr. 05 1 Topic 01

304 Sustainable Design Lab 2019/20 305 implementing sustainability / riOSA competition Group 5 2 3 4

1 5

2 2 3 3 4 4

1 1 5 5 DESIGN PROPOSAL

+2.43 3 3 2 +2.08 3

+2.43 +2.43 3 2 +1.73 3 3 3 2 3 2 +2.08 +2.08 3 3 3 4 2 3 2 3 2 +1.73 +1.73 +1.28 3 3

MODEL ROOM 2 4 3 3 4 2 4 2

+1.28 +1.28 ENTRANCE 3 2 +0.93

MODEL ROOM MODEL ROOM 2 4 3 2 4 3 3 3

ENTRANCE ENTRANCE 3 2 3 2 +0.93 +0.93 3 3 3 4 2 4 2 4 2

+0.48 +0.48 +0.48 3 3 3 3 2 3 2

+0.13 +0.13 3 3 3 2 ±0.00 ±0.00

+0.13 3 1 0 1 0 FRONT VIFERWONT VIEW SECTION SAECTION A SECTION SBECTION B ±0.00

76 76

A A FRONT VIEW SECTION A SECTION B 1 0

400 400

76 B B 5 5 4 4

164 164 A 1 6 1 6 5 5 1 4 1 4

250 250 5 5 3 8 3 8 7 6 7 6 400

5 5 A A A A B 1 4 1 4

B B 5 7 6 7 6 4

164 5 5 4 4 1 6 75 75 1855 1855 145 145 1855 1855 75 75 5 1 4 400 400 250 5 B B 3 8

PLAN PLAN 7 6

5 A A 1 4 B 7 6 5 4 75 1855 145 1855 75 400 B PLAN

0 Sustainability Lab Group Nr. 05 1 Topic 01

GSEducationalVersion GSEducationalVersion

306 Sustainable Design Lab 2019/20 307 implementing sustainability / riOSA competition Group 5

GSEducationalVersion 2 3 4

1 5

2 3 4

2 1 3 4 5

+2.43

1 3 5 3 2 +2.08 3 3 2 +1.73 3 4 2

+1.28

MODEL ROOM 2 4 3 3

CONSTRUCTION SYSTEM ENTRANCE 3 2 +0.93 3

2 4 2 3 4 +0.48 3 3 2

+0.13 3 1 ±0.00 5 1 0 FRONT VIEW SECTION A SECTION B +2.43

76 3

3 2 A +2.08

+2.43

2 3 4 3 400 B 3 3 2

5 +1.73 4 3 2

+2.08 164 1 6 3 5 1 4 3 1 4 2 5 250 3 2 5 +1.28 +1.73 3 8 7 6

5 A A

1 4 MODEL ROOM 2 4 3 3 3

ENTRANCE B 7 6 3 2

4 2 +0.93

+1.285 4 3 75 1855 145 1855 75

MODEL ROOM 2 4 3 3 400 4 2

ENTRANCE 3 2 +0.93 +0.48 B 3 PLAN 3 3 2 4 2 2 3 4 +0.13 3 +0.48 ±0.00 3 FRONT VIEW SECTION A SECTION B 1 0 3 2

+0.13 3 +2.43

76 ±0.00 1 3 5 A 1 0 3 2 FRONT VIEW SECTION A SECTION B +2.08 400 B

76 3 5 4 3 2 A +1.73 164 1 6 5 1 4 2 3 4 3 400 B 250 5 4 2 3 8 5 7 6 4

5 A A +1.28 164 1 4 1 6 5 +2.43 1 4 MODEL ROOM B 7 6 2 4 3 3

ENTRANCE 3

3 2 250 1 5 5 +0.93 5 3 8 4 7 6 3 2

5 +2.08 A A 75 1855 145 1855 75 1 4 3 400 GSEducationalVersion

3 B 7 6 4 2 3 2 B

5 +1.73 +0.48 4 75 1855 145 1855 75 PLAN 3 3 400 3 2 4 2

+0.13 3

+1.28 B ±0.00 PLAN

MODEL ROOM 2 4 3 3 FRONT VIEW SECTION A SECTION B 1 0 ENTRANCE 3 2 +0.93

2 3 3 4 A 4 2 +2.43 +0.48 400 B 3 5 3 4 3 2 164 3 2 +2.08 1 6

1 5 5

+0.13 3 1 4

±0.00 3 250 5 3 2 2 3 4 3 8 7 6 1 0 +1.73

FRONT VIEW SECTION A SECTION B 5 A A 1 4 3

76 B 7 6

4 2 A 5

4 +1.28 75 1855 145 1855 75 1 5 GSEducationalVersion +2.43

MODEL ROOM 2 4 3 3 400 400 B

ENTRANCE 3 3 2 5

4 +0.93 3 2 B 164

+2.08 1 6 5

PLAN 3 1 4 GSEducationalVersion 3

4 2 250 5 3 2 3 8 7 6 +1.73 +0.48

5 A A 1 4 3 3 B 7 6 3 2

+0.13 3 4 2 5 4 +1.28 ±0.00 75 1855 145 1855 75

MODEL ROOM 2 4 3 3 400 FRONT VIEW SECTION A SECTION B 1 0

ENTRANCE 3 2 +0.93

76 B

PLAN 3 A 4 2

+0.48 400 B +2.43 5 3  Sustainability Lab Group Nr. 05 2 4 3  Topic 01 4 164 3 3 2 1 6 5

+0.13 3 1 4 3 2 +2.08 ±0.00 250 5 3 8 3 7 6 1 0

FRONT VIEW SECTION A SECTION B 5 A A 1 4 308 Sustainable1 Design Lab 2019/20 3 2 309 implementing sustainability / riOSA competition 5 Group 5 +1.73 GSEducationalVersion B 76 7 6

+2.43 3 A 5 4 4 2 3 75 1855 145 1855 75 +1.28 400 3 2 400

+2.08 B

MODEL ROOM 5 2 4 3 3 4 3 B ENTRANCE 164 3 2 1 6 5 +0.9P3LAN 3 2 1 4 +1.73

3 250 5 3 3 8 7 6 4 2

5 A A 1 4 4 2 GSEducationalVersion +0.48 B +1.28 7 6 3

MODEL ROOM 2 4 3 3 5 3 2 4

ENTRANCE

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+0.13 3 400 B ±0.00 5 4

1 0 164

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1 4 PLAN

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ENTRANCE 3 2

GSEducationalVersion +0.93 5 4 75 1855 145 1855 75 3 400 4 2

+0.48 B PLAN 3 3 2

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implementing a more sustainable model- making culture Our reflection starts from the observation we made during the period of the critics and its after- math. Shortly after, the students throw away, or leave the models in the cellars without any care. In order to quantify and understand the longevity of the models, we tried to enumerate the recyclable potential of the different materials used and the durability of the models through a survey we made. As a second step, the strategy would be to extend the models lives by imagining a second possible function. The photomodels could become dollhouses, the territorial models a support useful in schools to teach geography, the volumetric models can become a tactile map for the blind people. Moreover, the apparition of a public day dedicated to the exposition of the models could allow customers to choose their own models, and perhaps make an offer. We imagine this re-use for our models, where sustainability and social utility meet.

 Topic 0

310 Sustainability Lab 2019/20 311 implementing sustainability / model-making Group 5 CURRENT SITUATION DATA COLLECTION PROPOSAL

In relation to the topic of models and increasing Again, our initial intuition was supported by a In the second table we propose a selection of our methods of sustainability on this issue, the careful collection of data, which allows us to possible new functions that the models could first step was to observe the current situation. demonstrate that our model building behaviour have after the critiques. We believe that models are an important learning today doesn't match the sustainability require- The relation could become a doll-house; the ter- tool for us students within the atelier, so for this ments. ritorial models useful support in schools to teach reason we do not think the appropriate solution This initial awareness, supported by the data col- geography; a volumetric model can become a is to give up model building in order to overcome lected and its analysis, allows us to develop our useful tactile map for the blind people. the sustainability problem. sustainability proposal. In order to give a new life to the models, we think We have noticed that the current life of models it is possible to organise an exposition day for Our strategy is to extend their lives by imagining is extremely short: we know from our personal that purpose. a second possible function. First we report time experience that models tables showing the current life of the models, A public day dedicated to the exposition of the are often destroyed, thrown away or forgotten in then the life we want for them. Our intention is to models will allow all buyers to choose a model, the basement immediately after critiques. give a new lifespan to these models. and perhaps to make an offer. Our reflection starts from the awareness that im- It is important to underline that in this way the mediately after the critics the models are thrown models could acquire a role on a social level, away or left in our cellars. as a learning method in schools for example, or much more. This is the re-use that we imagine for our models, where sustainability and social utility meet.

 Sustainability Lab Group Nr. 05  Topic 0

312 Sustainable Design Lab 2019/20 313 implementing sustainability / model-making Group 5 PHOTO ESSAY

Models after final critics January, 2020

 Sustainability Lab Group Nr. 05  Topic 0

314 Sustainable Design Lab 2019/20 315 implementing sustainability / model-making Group 5 MODELS SURVEY CARDBOARD WOOD STYROFOAM

ACTUALACTUAL BEHAVIOUR BEHAVIOUR Cardboard models are mostly Wood models are generally Styrofoam models are com- used throughout the ateliers used for site models, and pro- monly used during the seme- for the students' models and posals of the students for the ster for volumetric proposals site models. mid and final critics. or casts.

DATADATA 2 models per student a year, 1 model per student a seme- Many models through the for the mid and final critic. ster, usually the site model. semester, it depends on the PERPER STUDENT STUDENT (500 ST) (500 ST) Some ateliers ask some car- In some cases, the final mo- motivation of the students. dboard models through the del is made out of wood. semester.

LONGEVITYLONGEVITY Cardboard models are ge- Site models made out of No longevity, because they nerally thrown away by the wood are kept by the school. are thrown away during the students because of their Personal models are mostly process of the semester. fragility and can not really be kept or reused. recycled like wood.

70% thrown away. 60% thrown away or 0% of them still in activity. 30% kept by students. reused for another model. 40% kept as original.

CONCLUSIONCONCLUSION Ideally, these models could Wood models are generally None of them are kept or can be used for a second purpo- the only models preserved be used after the semester. se after the semester, and because of their purpose, so These models are generally could be an alternative of the that they can be easily used thrown away during the se- garbage. after the semester project. mester.

0 Sustainability Lab Group Nr. 05 1 Topic 0

316 Sustainable Design Lab 2019/20 317 implementing sustainability / model-making Group 5 CURRENT LIFE OF THE MODELS

Final critic

M a t e r i a l s END OF LIFE Timeline

garbage Model Making

 Sustainability Lab Group Nr. 05  Topic 0

318 Sustainable Design Lab 2019/20 319 implementing sustainability / model-making Group 5 SECOND LIFE OF THE MODELS

OUTDOOR EXPOSITION

recycling day

Schools

Final critic LANGUAGE SCHOOLS children’schildren’s toys toys M a t e r i a l s

Timeline

EXPOSITIONEXPOSITION DAY DAY TACTILE MAP garbage Model Making offices or banks

 Sustainability Lab Group Nr. 05  Topic 0

320 Sustainable Design Lab 2019/20 321 implementing sustainability / model-making Group 5 3.

implementing a more sustainable consumption culture Our approach to the energy theme is once again ENERGETIC based on the scientific method we have outlined. CONSUMPTION For this part of the work on consumption and our A behaviour in relation to it, we have chosen to bre- AND BEHAVIOUR ak down the subject into three themes; energy consumption by the building and computer systems, paper and ink consumption by the plotters and finally food consumption directly related PLOTTER AND PAPER to the school. B CONSUMPTION AND BEHAVIOUR This methodology then allowed us to obtain a certain amount of data for each of the aspects related to consumption, and their analysis is, to say the least, alarming in terms of student behaviour. ALIMENTARY However, we have always been able to find a solution to the school's consumption problems with C CONSUMPTION simple gestures that are within everyone's reach. AND BEHAVIOUR

 Topic 0

322 Sustainability Lab 2019/20 323 implementing sustainability / consumption Group 5 Task 3: Implementing a more sustainable consumption culture: avoidance / change of rules

1.1 Energetic consumption and behaviour

Windows Lights

Actual behaviour The school has a simple ventilation The school is equipped with artiÞcial light (LED). system (except for the auditoriums, Controlled by switches during the day and by which is double ßow) motion detectors at night. Two types of windows: The ßoors are divided into zones to be on the courtyard side open illuminated (between two and three ateliers per automatically and on the outside by zone). manual opening. Heating and ventilation consumption will depend on these factors.

Datas approx. 40% of the outside facade is (no information on the comsomation of artiÞcial glazed light from the school) approx. 90% of the facade on the inside is glazed (no information containing the school's heating and ventilation consumption) A Per student (500 st.) - - Comparing - -

Conclusion/ The proportions of the glazing in The solution to reduce consumption would be ENERGETIC TheSolution double flow systemrelation is still to the questionable. façade are well to perhapsThe problem use ofmovement energy consumption detectors both of electronic CONSUMPTION Because for a large volumemanaged like theand one thus of allow our a good duringdevices the dayin standby and at isnight. a recurring As well problem as using in our school, we need a systemmanagement that can of work heat onlosses (the LEDhouses, lamps aswith well very as lowin offices consumption. and schools. AND BEHAVIOUR self-management (manualentirely opening glazed of windows). façade on the courtyard From experience, the best way to avoid this en- side should have been more efÞcient). The fact that no element is constant (there can ergy consumption is to extend the devices at the A dual-ßow ventilation system be 100 students at noonthroughout and 300 at midnightthe building and could have end of each use. We think that students do not there can be 5 min as wellbeen as another 18 hours solution in a row to save energy. bother to turn off the computers because they do in the school) makes it difficult to implement such not want to waste time waiting for them to turn aThe system. double therefore ßow system the traditional is still questionable. window seems Because for a large volumeon again. like the one of our school, we need a tosystem be the that right can compromise work on self-management and according to our (manual opening of windows). The fact that no element is constant experience(there can bein other100 studentsschools, itat always noon andworks 300 like at midnight and there can be 5 min as well as 18 hours in a row in that.the school) makes it difÞcult to implement such a system. therefore the traditional window seems to be the right compromise and according to our experience in other schools, it always works like that.

 Sustainability Lab Group Nr. 05 Nadia Crepaz, FabioTopic Da Costa, 0 Costanza Giordano and Neshat Maksuti

324 Sustainable Design Lab 2019/20 325 implementing sustainability / consumption Group 5 DATA COLLECTION WINDOWS LIGHTS COMPUTERS

ACTUALACTUAL BEHAVIOUR BEHAVIOUR The school has a simple venti- The school is equipped with arti- The school is equipped with lation system (except for the au- ficial light (LED). about 200 desktop computers. ditoriums, which is double flow) Controlled by switches during These are on almost 24 hours a Two types of windows: on the the day and by motion detectors day, and this 7 days a week and courtyard side open automati- at night. at best, are put on cally and on the outside by The floors are divided into zones standby but very rarely switched manual opening. to be illuminated (between two off. Heating and ventilation consu- and three ateliers per The energy consumed by stu- mption will depend on these zone). dents' private laptops is not in- factors. cluded in this topic, but it is not negligible.

DATASDATAS approx. 40% of the outside faca- (no information on the comso- 1 computer = 200W/h de is glazed mation of artificial light from the -> 24h = 4800W/h approx. 90% of the facade on school) 200 computers x 4800W/h = the inside is glazed 960000W/h (no information containing the -> 960 kW/h per day school's heating and ventilation consumption)

- - 960 kW/day. =1.92 kW/h per student PERPER STUDENT STUDENT (500 ST) (500 ST) 500 stud. 1 kW/h = 0.20 CHF 1.92 kW/h = 0.40 CHF per day 0.40 x 30 days = 12 CHF/month per student

COMPARINGCOMPARING - - 960 kW/h per day = 28800 kW/h per month 1 kW/h = 0.20 CHF 5760 CHF per month

CONCLUSIONCONCLUSION The proportions of the glazing The solution to reduce consu- A solution other than simply tur- in relation to the facade are well mption would be to perhaps use ning off computers after each managed and thus allow a good movement detectors both use would be to develop a pro- management of heat losses (the during the day and at night. As gram that detects when the de- entirely glazed facade on the well as using LED lamps with vice is not in use and turns it off courtyard very low consumption. after a specified time. side should have been more efficient). A dual-flow ventilation system throughout the building could have been another solution to save energy.

0 Sustainability Lab Group Nr. 05 1 Topic 0

326 Sustainable Design Lab 2019/20 327 implementing sustainability / consumption Group 5 B Task 3: Implementing a more sustainable consumption culture: avoidance / change of rules 2.2. Plotter and paper consumption and behaviour PLOTTER AND PAPER The distance between Mendrisio and Novara is 86.9 km - source: google maps The 88.293 m of paper printed would reach from Mendrisio untill Novara. CONSUMPTION AND BEHAVIOUR

The 88.293m of paper printed the paper would reach from Mendrisio untill Novara

 Sustainability Lab Group Nr. 05  Topic 0

328 Sustainable Design Lab 2019/20 329 implementing sustainability / consumption Group 5

Nadia Crepaz, Fabio Da Costa, Costanza Giordano and Neshat Maksuti

DATA COLLECTION WINDOWS LIGHTS

ACTUALACTUAL BEHAVIOUR BEHAVIOUR One of the most common tools used by an architecture student at the Accademia is the printer. Students are accustomed to printing their drawings, because these are often required by the ateliers, in order to work in different scales and to understand the proportions, etc. The use of printers is often exaggerated, because a drawing is often printed several times, depending on various reasons such as the thickness of the lines is not as expected, the colour is not as predicted, the drawing is scaled wrong, etc. These facts are also often given by the lack of attention given by the student, due to tiredness, stress etc. Students should change some habits to avoid wasting paper and ink.

DATASDATAS 2018-2019: in one year 88.293m paper printed 30 refills (400ml) of grey

every semester 8 pallets with 48 20 refills (400ml) of black paper-roll of 120m each are bought ≈ 46km

from 2010 till today 88 trees 15 refills (400ml) of cyan, magenta, yellow ≈ 10 trees per year In one year we use 76l of ink for the plotters

Dividing the results of the use in the number Dividing the results of the use in the number PERPER STUDENT STUDENT (500 ST) (500 ST) of people, each person consumes 0,019% of people, each person consumes 0,152l of of a tree each year. ink during one year.

COMPARINGCOMPARING A 25m high tree with a diameter of 40 cm, We can cooperate the ink one student uses contains 3,14 m3 wood. in one year is like a half espresso. A spruce of 3,14 m3 volume has a weight of 1475,8 kg. From 2010 untill today the Accademia used 88 trees in form of paper, this means that we used 59 tons of paper. In one year the Accademia consumes ≈ 10 trees in one year Ex. An elephant weights ca. 5 tons, this is why we can imagine we use that much paper as 120 elephants Ex. If we would spread the 88.293m of paper printed the paper would reach from Mendrisio untill Novara

CONCLUSIONCONCLUSION - Have a reduced credit wich is given every week and if there is the need ask in segreteria for more

- Have the possibility to use recycled paper, maybe to have the normal one just during the final and intermediate critics

- Try to make the same setting on every plotter

 Sustainability Lab Group Nr. 05  Topic 0

330 Sustainable Design Lab 2019/20 331 implementing sustainability / consumption Group 5 Task 3: Implementing a more sustainable consumption culture: avoidance / change of rules

2.2. Plotter and paper consumption and behaviour

Task 3: Implementing a more sustainable consumption culture: avoidance / change of rules The 88.293m of paper printed the paper would reach from Mendrisio untill Novara 2.2. Plotter and paper consumption and behaviour

Total plotter paiper printed from 01-01.2019 till 30.07.2019: 88293 m The 88.293mEnvironmental of impact paper of printing printed activities theof one paper sample student would reach from Mendrisio untill Novara

Nadia Crepaz, Fabio Da Costa, Costanza Giordano and Neshat Maksuti

 Sustainability Lab Group Nr. 05  Topic 0

332 Sustainable Design Lab 2019/20 333 implementing sustainability / consumption Group 5

Nadia Crepaz, Fabio Da Costa, Costanza Giordano and Neshat Maksuti

ALIMENTARY FOOD PLASTIC CONSUMPTION AND BEHAVIOUR ACTUALACTUAL BEHAVIOUR BEHAVIOUR Especially during the night, a cemetery of The majority of the students tends to use pizza boxes appear in the Cantafora space. plastic bottles instead of glass or refilling In addition, there is only two spaces to heat bottles. up homemade food and they are usually Moreover, an important amount is left in the not used. ateliers. Besides, bending machines are located in both Canave and Turconi.

DATASDATAS In average, 200 plates are prepared and One can find at least between 5-10 bottles 500 coffees consumed per day at Vignetta. per atelier. Probably, half of this amount is also cooked at Golosi di Natura.

A third of the students is eating outside 2 out of 3 students use plastic bottles, at PERPER STUDENT STUDENT (500 ST) (500 ST) per day, and it increases during the least once a day. final critics.

COMPARINGCOMPARING The price of a plotter is spent per day in The amount of plastic bottles used in one coffee! month can reach the volume of the Canta- fora space.

CONCLUSIONCONCLUSION Increase the attractiveness of the spaces to Change the policy of the school towards heat up homemade food and make aware plastic, by either regulating their use (chan- of their responsibilities the eating places. ge the bending machines), or even prohibit Add organic trashes to push students to them at school. Add more water refilling sort their pizza boxes. machines.

 Sustainability Lab Group Nr. 05  Topic 0

334 Sustainable Design Lab 2019/20 335 implementing sustainability / consumption Group 5 Task 3: Implementing a more sustainable consumption culture: avoidance / change of rules

3. Alimentary consumption and behaviour

Food Plastic

Actual behaviour Especially during the night, a cemetery The majority of the students tends to use of pizza boxes appear in the Cantafora plastic bottles instead of glass or reÞlling space. In addition, there is only two bottles. Moreover, an important amount is left in spaces to heat up homemade food the ateliers. Besides, bending machines are and they are usually not used. located in both Canavée and Turconi.

Datas In average, 200 plates are prepared One can Þnd at least between 5-10 bottles per and 500 coffees consumed per day at atelier. Vignetta. Probably, half of this amount is also cooked at Golosi di Natura.

Per student (500 st.) A third of the students is eating outside 2 out of 3 students use plastic bottles, at least per day, and it increases during the once a day. Þnal critics.

Comparing The price of a plotter is spent per day The amount of plastic bottles used in one in coffee! month can reach the volume of the Cantafora space.

Solution Increase the attractiveness of the Change the policy of the school towards spaces to heat up homemade food plastic, by either regulating their use (change and make aware of their the bending machines), or even prohibit them responsibilities the eating places. Add at school. Add more water reÞlling machines. organic trashes to push students to sort their pizza boxes.

ETH & EPFL

Both schools have optimistic short terms strategies and put a lot effort in their aims. The ETH works on 17 sustainable development goals in an agenda for 2030. The EPFL wants to reach a carbon neutral campus by 2020 and develops a lot of special projects to promote their ideas. They are both considered as leaders in terms of innovative solutions for sustainability in Switzerland.

WHAT IS THE CONTRIBUTION On several occasions during our sustainability OF ETH & EPFL TO THE AGENDA survey we look for positive examples around us. We believe that it is essential to follow examples, 2020? observe and communicate with the different institutions in order to carry out a more comprehensive sustainability research. Therefore, we have observed how Swiss schools are operating in this area. Both schools have optimistic short term strategies and put a lot effort in their aims. The ETH works on 17 sustainable development goals in an agenda for 2030. The EPFL wants to reach a carbon neutral campus by 2020 and develops a lot of special projects to promote their ideas. They are both considered as leaders in terms of innovative solutions for sustainability in Switzerland.

Nadia Crepaz, Fabio Da Costa, Costanza Giordano and Neshat Maksuti

0 Sustainability Lab Group Nr. 05 1 Topic 0

336 Sustainable Design Lab 2019/20 337 implementing sustainability / consumption Group 5 4.

implementing a more sustainable mobility culture A B The theme of mobility is something that has become a priority for the school, particularly in relation to air travel. BIKE FLIGHT Our observation led us to see that many of the teachers or assistants exploded the average of

CO2 emission by flying several times a week. It should also be noted that the numerous study trips organized by the workshops, each time with more than twenty students, come to add to the bill. However, some students or teachers try to compensate for this rather harmful aspect of air travel by using a greener means of transport such as bicycles or trains. We will therefore try to see what the potential is of the more energy-efficient means of transport and whether they can be beneficial to the school.

 Topic 0

338 Sustainability Lab 2019/20 339 implementing sustainability / mobility Group 5 A

BIKE A peculiarity of the Academy of Architecture is Unfortunately, however, in Mendrisio, and in the that all its students live in Mendrisio, a typical whole of Ticino in general, there seems to be no Ticino village in terms of size and urban exten- real incentive to use bicycles. sion. The limited size of Mendrisio makes moving Bicycle paths and limited parking around the city and surrounding areas extremely It is a future goal to strengthen the cycling-in- easy. Many students, in fact, do not have a car frastructure, not only with regard to new cycle in Mendrisio because the daily movements of paths, but also to make parking spaces more the students include short routes that can often accessible everywhere and smarter; that can of- be made by feet. But what happens if you want fer useful services such as the pump or chains, to get out of Mendisio? How can travel times be or even tricks in street furniture to make cycling reduced? When walking is no longer a solution, trips safer and more enjoyable. what alternatives are offered? Certainly this goal is not only about the Acca- BICYCLE is our answer. An answer that may demia but should reach a much larger scale and seem obvious, but maybe it's not. Certainly the involve different bodies. However, what we, as bike is not a new avant-garde means like the students of architecture, can and must do is to electric schooters, but its potential is often un- offer our intellectual contribution to the initiative. derestimated. It gives us the possibility to cover We propose that within the courses or ateliers considerable distances in a limited time and at of the Accademia, students should be called low cost, as well as not having CO2 emissions upon to design a cycling plan for Ticino, which for the environment. can provide capillary cycling paths throughout This is something to be enhanced since the scale the territory and which can make the bike a valid of Mendrisio allows us to use the bike for most of alternative for transport. the trips.

 Sustainability Lab Group Nr. 05  Topic 0

340 Sustainable Design Lab 2019/20 341 implementing sustainability / mobility Group 5 SURVEY

Out of 20 people asked around us, we managed to deter- Have you ever had the need to rent a bicycle in Mendrisio or in Ticino? Yes - 45% (9 people). minate a certain percentage of bike users: 20 p - 100% No - 55% (11 people).

Do you think that the bicycle is a comfortable means of transport for Yes - 100% (20 people). students; daily journeys within Mendriso? No - 0%.

Do you own a bicycle in Mendrisio? Yes - 40% (8 people). No - 60% (12 people). 8 people (bikers)

If yes, do you use it often ? More than 4 times a week? Yes - 100% (8 people). No - 0%.

Do you use it daily to go to the Accademia? Yes - 100% (8 people). No - 0%.

What is the maximal distance you ride with your bike? 1km, 75% (6 people). 700m, 25% (2 persons).

Do you think that the cycle paths inside Mendrisio are suitable for No - 100% (8 people). cycling? Yes - 0%.

Do you think that the parking spaces dedicated to bicycles in the Ac- No - 50% (4 people). cademia and throughout Mendrisio are adequate in terms of number, Yes - 50% (4 people). location and maintenance?

 Sustainability Lab Group Nr. 05  Topic 0

342 Sustainable Design Lab 2019/20 343 implementing sustainability / mobility Group 5 DAILY MOVEMENTS AND POINTS OF INTERESTS

Mendrisio - Surface: 31.95 km2

1 - Canave' USI

2 - Turconi USI 12

3 - Library USI

4 - Villa Argentina USI

5 - Reginella and Il Golosone 11 10 6 - Corso Bello 7 - Mendrisio Station 7 6 5 8 - Brico 2 4 3 9 - Coop Supermarket 8 1 10 - Migros Supermarket 9 11 - Mendrisio Church

12 - Fox town

 Sustainability Lab Group Nr. 05  Topic 0

344 Sustainable Design Lab 2019/20 345 implementing sustainability / mobility Group 5 CYCLE TRACKS TODAY

Cycle tracks of Mendrisio and Mendrisio’s hinterland source: Google maps - November 2019

Academy of architecture of Mendrisio as landmark

0 Sustainability Lab Group Nr. 05 1 Topic 0

346 Sustainable Design Lab 2019/20 347 implementing sustainability / mobility Group 5 BIKE PARK IN MENDRISIO BIKE RENT BIKE SHARING

Airolo - 200 bikes Airolo - 200 bikes Locarno - 35 b. Locarno - 35 b. Bellinzona - 40 b. Bellinzona - 40 b. Lugano - 20 b. Lugano - 20 b. Mendrisio - 0 b. Mendrisio - 0 b.

Rancate Piazza Santo Stefano Piazzale Filanda Corso Bello vis a vis Bar Corso Cost: 35 chf Cost: 35 chf PiazzalePiazzale alla alla Valle Valle For one year 204 chf For one year 204 chf

Piazza San GiovanniGiovanni (Museo)(Museo) Piazzale Municipio PiazzalePalazzo MunicipioPollini Növ Matag

Largo Soldini (macelleria Ferrazzini) Palazzina Largo Soldini (macelleria Ferrazzini) Piazza del Ponte Palazzina Piazza del Ponte source: CIttà di Mendrisio - Comunicato stampa Mendrisio, 27 settembre 2012

 Sustainability Lab Group Nr. 05  Topic 0

348 Sustainable Design Lab 2019/20 349 implementing sustainability / mobility Group 5 POTENTIAL OF THE BIKE

The bike, due to its characteristics, not only allows you to move around Mendrisio in an extremely easy way, but also offers the possibility to ride long distances in a rather short time. In a territory as Ticino, the use of the bicycle should be encouraged more.

The next pictures show the potentialities of this medium: the maps help us to understand the distances that can be covered with the bike and in which amount of time this is possible. Our analysis extends to different scales, first to the urban scale of Mendrisio, within which you can move in 7/8 minutes and reach any point of the city. Secondly we analyse the scale of Ticino and lastly an even wider scale that reaches as far as the Italian border. Chiasso, for example, can be reached within approximately 20 minutes.

The purpose of this analysis is ultimately to show the great possibilities that this medium provides to citizens.

 min Academy of architecture of Mendrisio

 min

 Sustainability Lab Group Nr. 05  Topic 0

350 Sustainable Design Lab 2019/20 351 implementing sustainability / mobility Group 5  min

1 min

1/ min 11 min

1 min

Academy of architecture of Mendrisio

 Sustainability Lab Group Nr. 05  Topic 0

352 Sustainable Design Lab 2019/20 353 implementing sustainability / mobility Group 5 EXAMPLES TO FOLLOW

As in other topics during our sustainability survey, our analysis often focuses on searching positive examples around us.

We consider that it is important to follow examples, observe and communicate with different realities in order to carry out a more complete research of sustainability. In this case we studied the city of Lucerne, which has several advanced infrastructures in the sector of slow mobility.

We believe that Mendrisio, and more generally Ticino, could follow the example of the city of Lu- cerne. To encourage people to use their bikes, there would be services that should be made available by the city. For example, wheel inflator pumps, accessible 24 hours a day. For example, the city of Lucerne has made 26 pumps available throughout the city.

Picture and map of bike park in Lucern source: luzernmobil.ch - November 2019

 Sustainability Lab Group Nr. 05  Topic 0

354 Sustainable Design Lab 2019/20 355 implementing sustainability / mobility Group 5 B

FLIGHT: STUDY TRIPS AT THE ACCADEMIA OF MENDRISIO

The main issue in terms of CO2 emissions by cost, as well as having way less CO2 emissions the residents of the Accademia is the amount of for the environment. The only restriction that flights taken per semester, either by students or might be established is the European boarders, collaborators. It is essentially due to study trips, beyond these limits the train travels become too travels of invited professors and assistants and long and less efficient. special events. The main question remaining is time, train travels The proximity of Mendrisio to different airports, require more time than planes at first sight. Even especially Milan Malpensa tends to push the though, there are couple of hours that are hard students to always choose this option because to quantify such as the journey to the airport, they suppose its cheaper, faster and less the wait for check-in and so on. Anyways this restrictive. solution would push the ateliers to dedicate more Since we think that study trips are an important days for a study trip and enhance its quality. The part of our education, we focused on durable journey can also become part of the research. alternatives in terms of mobility. The principal This goal can only be achieved by some efforts answer to this problem is the use of public that people should consent, such as a well transports, and especially trains. Thus, our study advanced organization and dedicate more time to focuses on the comparison of the plane and train study trips. However, as students of architecture, travels. we must be conscient about the huge difference Train travels give us the possibility to cover that can happen in this field and be consequent considerable distances in an honest time and in our decisions.

0 Sustainability Lab Group Nr. 05 1 Topic 0

356 Sustainable Design Lab 2019/20 357 implementing sustainability / mobility Group 5 Comparison for anComparison off-season forweekday an off-season weekday ComparisonGoComparison on Thursday, for an for November Goo anff -seasonon off Thursday,-season 7, weekday 2019 weekday November - Back on 7, Thursday, 2019 - Back November on Thursday, 14, 2019 November 14, 2019 Go onGo Thursday, on Thursday, November November 7, 2019 7, 2019 - Back - Back on Thursday, on Thursday, November November 14, 201914, 2019 Comparison for an off-season weekday 1. Plane (from Milan,1. Plane Malpensa (from Milan,airport): Malpensa airport): Go on Thursday, November 7, 2019 - Back on Thursday, November 14, 2019 1. Plane1. Plane (from (from Milan, Milan, Malpensa Malpensa airport): airport): Distance (km) DistancePrice (CHF) (km) PriceTime (CHF) (hours) TimeFootprint (hours) CO2 (t) Footprint CO2 (t) Comparison for an off-season weekday DistanceDistance (km) (km) PricePrice (CHF) (CHF) Time1. PlaneTime (hours) (hours)(from Milan,Footprint MalpensaFootprint CO2 (t)CO airport):2 (t) Athènes Athènes3’022 km 3’022431 km CHF 431Go9h40* CHF on Thursday, November9h40*0,818 t 7, 2019 - Back0,818 ont Thursday, November 14, 2019 AthènesAthènes 3’0223’022 km km 431 CHF431 CHF 9h40*9h40* 0,8180,818 t t Budapest Budapest1’576 km 1’576113 km CHF 1133h20 CHF 3h200,383Distance t (km) 0,383Price t (CHF) Time (hours) Footprint CO2 (t) BudapestBudapest 1’5761’576 km km 113 CHF113 CHF 3h201. Plane3h20 (from Milan,0,383 Malpensa0,383 t t airport): Nantes Nantes1’696 km 1’696292 km CHF 292Athènes3h40 CHF 3h400,3773’022 tkm 0,377431 t CHF 9h40* 0,818 t NantesNantes 1’6961’696 km km 292 CHF292 CHF 3h403h40 0,3770,377 t t Porto Porto3’030 km 3’030224 km CHF 224Budapest5h10 CHF 5h100,5551’576Distance tkm (km) 0,555113Price t CHF (CHF) 3h20Time (hours) 0,383Footprint t CO2 (t) PortoPorto 3’0303’030 km km 224 CHF224 CHF 5h105h10 0,5550,555 t t COMPARISON PLANE-TRAIN Rome Rome952 km 952208 km CHF 208NantesAthènes2h30 CHF 2h300,2981’6963’022 tkm 0,298292431 t CHF 3h409h40* 0,3770,818 t 952 km952 km 208 CHF208 CHF 2h302h30 0,2980,298 t t Rome*withRome corresp. in Munich*with corresp. in Munich PortoBudapest 3’0301’576 km 224113 CHF 5h103h20 0,5550,383 t Comparison for an off-season weekday *with*with corresp. corresp. in Munich in Munich Go on Thursday, November 7, 2019 - Back on Thursday, November 14, 2019 RomeNantes 9521’696 km km 208292 CHF 2h303h40 0,2980,377 t source:Comparison Google maps for an- november off-season 2019 weekday Go on Thursday, November 7, 2019 - Back on Thursday, November 14, 2019 *withPorto corresp. in Munich3’030 km 224 CHF 5h10 0,555 t

Rome 952 km 208 CHF 2h30 0,298 t PLANE (From Milan, Malpensa airport) TRAIN (From Mendrisio and with a SSB hail-price) 1. Plane (from Milan, Malpensa airport): 2. Train (from Mendrisio2. Train (fromand with Mendrisio a SSB half-price): and with a SSB *withhalf-price): corresp. in Munich 2. Train2. Train (from (from Mendrisio Mendrisio and andwith with a SSB a SSB half-price): half-price): Distance (km) Price (CHF) Time (hours) Footprint CO2 (t) Distance (km) DistancePrice (CHF) (km) PriceTime (CHF) (hours) TimeFootprint (hours) CO2 (t)* Footprint CO2 (t)*

DistanceDistance (km) (km) PricePrice (CHF) (CHF) Time2. TrainTime (hours) (hours)(from MendrisioFootprintFootprint and CO with2 (t)*CO2 a(t)* SSB half-price): Athènes 3’022 km 431 CHF 9h40* 0,818 t Athènes Athènes4’968 km 4’968-* km -* 110h0055h00 110h000,057 t 0,057 t AthènesAthènes 4’9684’968 km km -* -* 110h00110h00 0,0570,057 t t Budapest 1’576 km 113 CHF 3h20 0,383 t Budapest Budapest2’424 km 2’424510 km CHF 51030h3014h24 CHF 30h300,028Distance t (km) 0,028Price t (CHF) Time (hours) Footprint CO2 (t)* BudapestBudapest 2’4242’424 km km 510 CHF510 CHF 30h302. Train30h30 (from Mendrisio0,0280,028 t and t with a SSB half-price): Nantes 1’696 km 292 CHF 3h40 0,377 t Nantes Nantes2’474 km 2’474454 km CHF 45410h30Athènes CHF 10h300,0284’968 t km 0,028-* t 110h00 0,057 t NantesNantes 2’4742’474 km km 454 CHF454 CHF 10h3010h30 0,0280,028 t t Porto 3’030 km 224 CHF 5h10 0,555 t Porto Porto4’390 km 4’390-* km -* 68h0034h00Budapest 68h000,052’424Distance t km (km) 0,05510Price t CHF (CHF) 30h30Time (hours) 0,028Footprint t CO2 (t)* PortoPorto 4’3904’390 km km -* -* 68h0068h00 0,05 0,05t t Rome 952 km 208 CHF 2h30 0,298 t Rome Rome1’388 km 1’388204 km CHF 2047h00NantesAthènes CHF 7h000,0162’4744’968 t km 0,016454-* t CHF 10h30110h00 0,0280,057 t

*with corresp. in Munich RomeRome 1’3881’388 km km 204 CHF204 CHF 7h00PortoBudapest7h00 0,0164’3902’4240,016 t km t -*510 CHF 68h0030h30 0,050,028 t t

Distance (km) DistancePrice (CHF) (km) PriceTime (CHF) (hours) TimeFootprint (hours) CO2 (t)* Footprint CO2 (t)* RomeNantes 1’3882’474 km 204454 CHF 7h0010h30 0,0160,028 t DistanceDistance (km) (km) PricePrice (CHF) (CHF) TimeTime (hours) (hours) FootprintFootprint CO2 (t)*CO2 (t)* Milan-Malpensa113 km 11360 km CHF 601h30 CHF 1h300,001 t 0,001 t Milan-Malpensa Porto 4’390 km -* 68h00 0,05 t Milan-Malpensa 113 km113 km 60 CHF60 CHF 1h301h30 0,0010,001 t t * with corrisp. to Munich * EurostarMilan-Malpensa train: 11,45 g CO per kilometre Distance (km) Price (CHF) Time (hours) Footprint CO2 (t)* 2 Rome 1’388 km 204 CHF 7h00 0,016 t *Porto *Porto *Athènes *Athènes 2. Train (from Mendrisio and with a SSB half-price): Milan-Malpensa 113 km 60 CHF 1h30 0,001 t *Porto* Porto*Porto *Athènes *Athènes* Athens Distance (km) Price (CHF) Time (hours) Footprint CO2 (t)* Distance (km) Price (CHF) Time (hours) Footprint CO2 (t)* *Porto *Athènes Milan-Malpensa 113 km 60 CHF 1h30 0,001 t Athènes 4’968 km -* 110h00 0,057 t

Budapest 2’424 km 510 CHF 30h30 0,028 t *Porto *Athènes

Nantes 2’474 km 454 CHF 10h30 0,028 t

Porto 4’390 km -* 68h00 0,05 t

 Sustainability Lab Group Nr. 05  Topic 0 Rome 1’388 km 204 CHF 7h00 0,016 t *Eurostar Train: 11,45*Eurostar g CO Train:2 per kilometre11,45 g CO 2 per kilometre

358 Sustainable Design Lab 2019/20 359*Eurostar*Eurostar Train: Train: 11,45 11,45implementing g CO g2 COper sustainability2 kilometreper kilometre / mobility Group 5

Distance (km) Price (CHF) Time (hours) Footprint CO2 (t)* *Eurostar Train: 11,45 g CO2 per kilometre Milan-Malpensa 113 km 60 CHF 1h30 0,001 t

*Porto *Athènes *Eurostar Train: 11,45 g CO2 per kilometre

*Eurostar Train: 11,45 g CO2 per kilometre TRAIN TRIP

Trip to Porto by train Trip to Budapest by train source: Google maps - november 2019 source: Google maps - november 2019

 Sustainability Lab Group Nr. 05  Topic 0

360 Sustainable Design Lab 2019/20 361 implementing sustainability / mobility Group 5 5.

implementing a change in using the buildings Our investigation method begins by observing the dynamics that move people within the spaces of the Accademia; which places are the most frequented and why, which routes are the most used or where are the meeting points during breaks.

The analysis of this phenomenons has allowed us to understand how a small intervention can significantly influence the behaviour of the people living those spaces. We have noticed that many spaces within the school today are not used to their full potential. For example there is a space in front of the Vignetta dedicated to students for their breaks. The photo-report shows us how the space remains unused, day by day.

So, our proposal is to transform the space of the main entrance as a place of rest by simply moving the tables from the foyer. We believe that this small intervention can greatly improve the quality of this space, providing students with an extremely useful service that is missing today.

 Topic 0

362 Sustainability Lab 2019/20 363 implementing sustainability / building use Group 5 OBSERVATION PROBLEM DEFINITION PHOTO REPORTAGE CONCEPT STRATEGY

Our reflection started observing the dynamics that We have identified the area of the main entrance The space in front of the Vignetta is now dedica- Our proposal is to transform the space of the main move people within the spaces of the Accademia; of the Canave building: a rather generous space ted to students to warm up their lunch and food, entrance as a place of rest by simply moving the which places are the most frequented and why, that is now practically unused (with the exception or to simply take a break. We believe that this tables from the foyer. In addition, the adjacent which routes are the most used or where are the of a few occasional exhibitions). We believe that space is not the most suitable, according to our rooms can be used as a small support for a meeting points during breaks etc.. this space can accommodate a specific function personal experience we know that this space is snack (a small microwave, a kettle, salt/pepper/ that responds to an everincreasing need in the not frequently used by students. However, our oil for example) and for a water dispenser. An example of how a simple intervention can Academy today: a place where you can eat survey wants to be as objective as possible and have a great impact on the dimanics of the users We believe that this small intervention can greatly your lunch/dinner or simply have a seat during we believe it is important to collect precise and is represented by the Cantafora foyer: since improve the quality of this space, providing a break. clear data that could be a valid starting point for the ex bar space was used as an atelier, the students with an extremely useful service that is our research. secondary entrance door was locked and the We have addressed the issue of food in previous missing today. Students would be encouraged to side doors to the foyer were opened, the ping tasks, and we have noticed the need for students Therefore, the data collection in this case took bring their own lunch from home, which leads to pong area, first always empty, has become an to have a place where they can warm up their place in a rather particular way: we tried to do less waste of pakaging, as well as saving money. important meeting point for the students. food from home and eat together. There is a sort of 16-day photographic survey (from 5 to In addition, the foyer would be free of tables and As a result, however, the spaces in front of the a space in front of the Vignetta used for this 20 December) showing the usage of the spa- can be completely used for exhibitions or as a casting room and the main entrance are now function, but it is not used by the students and it ce analysed during lunch breaks, every day at modeling during the final critics. completely unused. is too small. Moreover, today the habit of finding about the same time. oneself and eating (often pizzas taken from I The photo-report shows us how the space re- The analysis of this phenomenon has allowed Golosi/Reginella) in the Cantafora foyer has mains unused, day by day. us to understand how a small intervention can spread spontaneously among the students. significantly influence the behaviour of the people living those spaces. We have noticed that many spaces within the school today are not used to their full potential.

This has a significant impact on the building's energy consumption in terms of electricity, heating, etc.

 Sustainability Lab Group Nr. 05  Topic 0

364 Sustainable Design Lab 2019/20 365 implementing sustainability / building use Group 5 PHOTO REPORTAGE

Thursday Friday Saturday Sunday 05.12.19 06.12.19 07.12.19 08.12.19 h. 12.54 h. 13.08 h. 11.50 h. 12.35

Monday Tuesday Wednesday Thursday 09.12.19 10.12.19 11.12.19 12.12.19 h. 12.20 h. 12.47 h. 13.28 h. 12.36

0 Sustainability Lab Group Nr. 05 1 Topic 0

366 Sustainable Design Lab 2019/20 367 implementing sustainability / building use Group 5 Friday Saturday Sunday Monday 13.12.19 14.12.19 15.12.19 16.12.19 h. 14.04 h. 13.42 h. 12.45 h. 13.10

Tuesday Wednesday Thursday Friday 17.12.19 18.12.19 h. 19.12.19 20.12.19 h. 12.50 12.20 h. 13.08 h. 11.55

 Sustainability Lab Group Nr. 05  Topic 0

368 Sustainable Design Lab 2019/20 369 implementing sustainability / building use Group 5 DEPOSITO TEMPORANEO MODELLI DIPLOMA CAGLIARI (da conf.)

BLUMER Atelier 1

C 0.64 P1 CURRENT SITUATION C 0.52

ATRIO D'ENTRATA

Plan of Canave ground floor C 0.61 SALA GESSO

September, 2019 SPAZIO MOSTRE APPESE C 0.61

C 0.63

AIRES MATEUS Atelier 2

C 0.62 PASSAGGIO PUBBLICO C 0.11

C 0.61

C 0.60

DEPOSITO ARREDO C 0.04 SCALA OVEST SA19 canavee piano 0

 Sustainability Lab Group Nr. 05  Topic 0

370 Sustainable Design Lab 2019/20 371 implementing sustainability / building use Group 5 PHOTO ESSAY

Current situation: rest places in Canave and Turconi building December, 2019

 Sustainability Lab Group Nr. 05  Topic 0

372 Sustainable Design Lab 2019/20 373 implementing sustainability / building use Group 5 Current situation: Foyer Cantafora as a rest places in Canave building December, 2019

 Sustainability Lab Group Nr. 05  Topic 0

374 Sustainable Design Lab 2019/20 375 implementing sustainability / building use Group 5 Current situation: main entrance of Canave building January, 2020

0 Sustainability Lab Group Nr. 05 1 Topic 0

376 Sustainable Design Lab 2019/20 377 implementing sustainability / building use Group 5 Possible users of the main entrance of Canave building December 2018; December, 2019

 Sustainability Lab Group Nr. 05  Topic 0

378 Sustainable Design Lab 2019/20 379 implementing sustainability / building use Group 5 PROPOSAL

Plan: two possible alternatives for main entrance of Canave building December, 2019

MAIN ENTRANCE MAIN ENTRANCE SOUTH ACCESS SOUTH ACCESS C 0.52 C 0.52 LEISURE AREA LEISURE AREA

KITCHEN KITCHEN FREE ACCESS FREE ACCESS

SPAZIO CANTAFORA SPAZIO CANTAFORA ATRIUM ATRIUM

GSEducationalVersion GSEducationalVersion

 Sustainability Lab Group Nr. 05  Topic 0

380 Sustainable Design Lab 2019/20 381 implementing sustainability / building use Group 5 what does sustainability mean to us? At the end of our research we return to the initial question: what is sustainability for us? The starting point for all the research topics we have addressed has always been the awareness. We wanted to emphasise this concept of awareness, which we frequently realise is not enough, but is the first step T R E N O towards a more sustainable behaviour. Conscious of this fundamental requirement, during the semester we meticulously followed a precise method of investigation. The method of investigation, which is divided into various phases, begins with a first part of observation and data collection; it continues with critical analysis of the data and, only at this point, are we able to provide our proposal. We believe that this methodical approach that we have followed throughout the entire analysis can make our work as scientific as possible and that it can reinforce our results. The aim of this work is to propose our interpretation of sustainability: a small intervention, as the result of a careful analysis, which however can have a great impact. We believe that making our contribution as young architecture students to build a more sustainable school campus is not only part of our civic duty, but also a fundamental exercise for future conscious and careful designers.

 Sustainability Lab Group Nr. 05 

382 Sustainable Design Lab 2019/20 383 implementing sustainability Group 5 Group 6

Clara Gonzalez Grau Andreas Stokstad Hellum Hyun Woo Jeong Awareness in consumption

384 Sustainability Lab 2019/20 385 implementing sustainability Group 6 Recycle to reuse

Description of proposal Practical and realistic aspect of the proposal is the most important factor in our final decision. First, we divided the types of reusable materials into three big categories: wood, cardboard, and foam. As the wider shelf is placed more adjacent to the wood workshop/laser machine area and the narrower shelf to the foam cutters, we decided to allocate the wider shelf for the wood/cardboard leftovers and the narrower shelf for the foam leftovers. 1. The wider shelf is basically divided into three types of storage spaces: upper vertical type for cardboards or wooden(ex. mdf) plates, lower horizontal type for wooden pieces, and a container at the bottom for bigger wooden chunks. The narrower shelf is divided into two spaces: upper part for the foam pieces with more regular forms or bigger sizes and lower container part for the foam competition entry pieces with more irregular forms. Choice of materials For the intervention with minimal cost, we decided to utilize the existing shelving system in the for riOSA Accademia, which is from the professional steel shelving system company 'Lista'. All of the elements are part of the basic shelf module with 1,3m width/0,8m depth/2m height. Moreover, the containers for the lower part of both shelves are garbage containers of the Accademia with rolls on the bottom, which will be reused with a new purpose. The only new parts for the material shelves would be the organizing rails for vertical storage, which could be attached to the existing shelves.

Construction technique As all the parts of the shelves except the containers are from the module system of one company(Lista), construction procedure is very quick and easy. After the assembly of the shelving system parts, one can put two of the existing containers at the bottom of both shelves.

Cost hypothesis Because almost all of the parts are reused from the existing resources, additional expense will only be made for purchasing the organizing rails for vertical storage space. Depending on the setting of vertical storage, total cost of approximately CHF 200-300 is expected.

How to use the new material shelves After considering many alternatives to utilize the shelves, we decided that leaving the shelves in the students' own hands with minimal basic rules might be the most realistic and effective option.

1. In order to be put on the shelves, materials should be solitary pieces with enough amount for further use.

2. At the end of each semester, all the materials on the shelves are assorted by the Modellistica, so that only useful materials are kept more than one semester.

 Topic 1

386 Sustainability Lab 2019/20 387 implementing sustainability / riOSA competition Group 6 Card and paper:

For handelig and re-use card in the best way, we propose to stack the sheets vertically indbetween separations in the shelv.

Wood:

To re-use the wood, it will be placed in horizontal shelvs. The shelvs will have differnent heights so that small and bigger pieces will not mix.

Elevation, 1:10

Foam:

To re-use foam, it will be placed in a box. Because of the physical properties of foam, weight and size, it will be easy to "dig" up the pieces from the box.

200

800 600

1300 1300 1300

3900

1600

1900

Plan, 1:20 Axo demonstrating the organization of the shelves

 Sustainability Lab Group Nr.06  Topic 1

388 Sustainable Design Lab 2019/20 389 implementing sustainability / riOSA competition Group 6 2.

implementing a more We have divided the model making process into five cathegories: CONCRETE sustainable model- FOAM CARDBOARD making culture WOOD CONNECTION & SURFACE

We have investigated the different ways that students make models according to these cathegories and pointed out elements that is important from a model making point of view. At the end of each category, we proposed strategies to reduce the unneccessary waste and improve the model making process.

 Topic 2

390 Sustainability Lab 2019/20 391 implementing sustainability / model-making Group 6 CONCRETE FOAM

Process: Process:

The process of casting concrete is done in the sala When making foam models, the cutting is done in gessi. The concrete is first mixed in the mixer (left the workshop, either from sheets or from blocks. image) and then poored into a mold to dry (right image).

Outcome: Outcome:

Concrete models are normally used for models of Foam has a very wide range of use, both because a certain size, often without much detailing. This of cost and the fact that it is quite an easy material means that when concrete is used, it is often used to work with. in large quantities. In this school, foam is often used to make molds for concrete and for landscape models (see photo). Foam is not a very durable material, and the models tend to break and get worse with time.

Proposed strategies: Proposed strategies:

In order to reduce the use of concrete in the school In order to reduce the use of foam in the school there are several measures that can be made: there are several measures that can be made:

- Calculate the amount of concrete actually needed. - When making contour-models, make them hollow - Think about alernative ways of representing instead of solid (left photo). This method requiers concrete (like in the photo). internal structure to hold up the contours but - Minimize the material in the mold. drastically reduces the amount of material. - Try to reuse the model for new purposes - concrete - Before buying new material, have a look in the models makes great doorstoppers and exterior bascets that are placed around in the workshop. sculptures. They are often full of perfectly fine off-cuts of verious sizes (right photo).

 Sustainability Lab Group Nr.06  Topic 2

392 Sustainable Design Lab 2019/20 393 implementing sustainability / model-making Group 6 CARDBOARD WOOD

Process: Process:

The process of making a models with cardboard is The process of making models of wood is done in that you buy the sheets and cut it with a cutter or the workshop where its shaped with the appropriate laser. Method depends on the thickness. machines depending on the thickness and type of wood.

Outcome: Outcome:

Cardboard models are normally used for models that Wooden models are normally used for molds for needs precise detailing, or for contour models. Due concrete models, situation models, models of to the physical properties of card, the models are construction detail or in combination with combined usually lightweight and the size varies depending with other types of material. on the model. Sometimes it is painted or covered with other products, often artificial and toxic.

Proposed strategies: Proposed strategies:

In order to reduce the use and waste of cardboard In order to reduce the use and waste of wood in in the school there are several measures that can the school there are several measures that can be be made: made:

-Reuse the off-cuts. -Reuse the off-cuts that is left over. -Calculate the pieces needed before buying the -Recycle wood from previous models that are not sheets. it is better to buy material twice than buying longer in use. too much once. -Calculate the amount you need and the most efficiant way to cut to avoid making small pieces that cannot be reused. -Take a look in the bascets that is placed around the mashines in the workshop. They tend to fill up with good pieces of veried sizes.

10 Sustainability Lab Group Nr.06 11 Topic 2

394 Sustainable Design Lab 2019/20 395 implementing sustainability / model-making Group 6 CONNECTION & SURFACE

Process:

Various types of glue are used for connecting different materials. Paint or pigment are used to cover the surface of the material with different types of finishing. Some of these are produced sold in a spray can.

Outcome:

Models made of different materials are basically implementing a very tricky objects to recycle. Even if each element of the model can be recycled, it is almost impossible to disconnect the different materials from each more sustainable other and reassort them during a typical recycling process. Moreover, materials colored with paint or pigment are usually not recycled as well. consumption culture

Proposed strategies:

In order to reduce the use and waste of glue and paint & the toxic effect of these materials in the school there are several measures that can be made:

-Work with these materials in designated areas only -Calculate the amount of the materials needed beforhand. -During the working procedure, apply these materials effectively. Glue and paint work especially better with small amount.

1 Sustainability Lab Group Nr.06

396 Sustainable Design Lab 2019/20 397 implementing sustainability / consumption Group 6 Food

Vending machine, snacks and cigarettes

- Avalible 24/7 - Chocolate bars, crisps, buiscuits, cigarettes - Self served - All the products are wrapped in plastic - Expensive

Vignetta

- Open 7:30 - 23 - Full meals, sandwiches, fruit, ice-cream We have divided the areas of consumption into four cathegories: - Human assisted - Foods served on dishes FOOD WATER COFFEE BEVERAGE

We have investigated the different ways that students consume these cathegories and pointed out elements that is important from a consuming point of view.

Bringing from home

- Open during lunch - Bringing food from home is a good thing from a consuming point of view. However, there is only one place where the students can heat the food.

1 Topic 3 1 Sustainability Lab Group Nr.06

398 Sustainable Design Lab 2019/20 399 implementing sustainability / consumption Group 6 Water Coffee

Vending machine Vending machine, snacks and cigarettes - Avalible 24/7 - Still water, sparkling water, other drinks - Avalible 24/7 - Self served - Self served - Very bad from an environmental point of view - The container is always single-use plastic - Very expensive compared to the other options - It is cheaper but the product quality is not so good Example: One bottle of water 2,30 CHF Example: One expresso 1.4CHF

Vignetta Vignetta

- Open 7:30 - 23 - Open 7:30 - 23 - Difficult to bring because it is served in glasses - Human assisted - Self served - The containers are sustainable and not for sin- - No waste produced gle use - The price is a little more expensive than the machines but the product is of higher quality

Example: One expresso 2CHF

Bringing from home Bringing from home

- Open 24/7 - Open during lunch - Energy consuming in order to keep the water cold - Bringing coffee from home is a good thing from - No material waste a consuming point of view. - Bringing bottels from home and filling them up in the uni is good from a consuming point of view. You can take your coffee for the whole day and But there are only 3 machines in the whole uni. heat it in the microwave of the university. Howe- ver, sometimes lack of time makes it difficult to bring coffee from home.

1 Topic 3 1 Sustainability Lab Group Nr.06

400 Sustainable Design Lab 2019/20 401 implementing sustainability / consumption Group 6 Beverage Proposed strategies:

- Bring food from home Vending machine - Bring bottles from home - Avalible 24/7 - Put more water machines and use them more frequently - Soda, cold tea, energy drink - Self served - More microwaves - All the products served in aluminium can - Reduce the usage of vending machines Example: One bottle of Coke 2,40 CHF (A vending machine uses anywhere from 7-14 kWh daily to cool beverages, which can average $250-500 a year to run.)

Vignetta Refridgerator

- Open 7:30 - 23:00 - Soda, Beer, cold tea, energy drink - Human assisted - Beverage served in glass bottle

Example: One bottle of Coke 2,40 CHF

Vignetta Bar

- Open 7:30 - 23:00 - Beer, various alcoholic drinks - Human assisted - Drink served in glass when there are not too many people at the bar. Drink served in plastic cup in case of aperitivo with many people.

1 Topic 3 0 Sustainability Lab Group Nr.06

402 Sustainable Design Lab 2019/20 403 implementing sustainability / consumption Group 6 4.

implementing a more For the task concerning patterns of mobility, we have categorized three main aspects of mobility:

sustainable mobility INTERNATIONAL REGIONAL culture LOCAL

Furthermore we have investigated theese cathegories in relation to the accademia. We have been trying to identify the issues related to sustainabilty and CO2 emission in each of the three cathegories. Then, in the last page we are presenting strategies that could be implemented in order to lower the carbon footprint in relation to mobility.

 Topic 4

404 Sustainability Lab 2019/20 405 implementing sustainability / mobility Group 6 International mobility Regional Mobility

Chart is showing the weekly CO2 footprint of the professors commuting internationally. From To Distance Emissions per week Usa il trasporto pubblico (One way) (Back and fourth) From Distance(by car) Annual CO Emission(Train / Car) Dublin Mendrisio 1373 km 0.528 t CO2 Locarno 59 km 14 kg / 3967 kg Stockholm Mendrisio 1614 km 0.618 t CO2 Bellinzona 47 km 12 kg / 3160 kg Brussels Mendrisio 650 km 0.338 t CO2 Lugano 20 km 4 kg / 1160 kg Lisbon Mendrisio 1684 km 0.612 t CO2 S Varese 20 km 4 kg / 1160 kg Porto Mendrisio 1500 km 0.555 t CO2 S Como 16 km 4 kg / 1160 kg London Mendrisio 915 km 0.410 t CO2 Milan 60 km 14 kg / 3967 kg Berlin Mendrisio 805 km 0,382 t CO2 Schema dei collegamenti della Rete TILO Direzione Lugano Provenienza Mezzi pubblici Automobile Rio Mendrisio 9280 km 3 t CO2 Minuti * costo (giovani/adulti) Kg CO2 Minuti * costo Kg CO2 Como 48 1205.- / 1792.- 52 50 5250.- 2240 risparmi Magliaso 38 315.- / 558.- 4 30 2250.- 680 facilmente Lamone 19 315.- / 558.- 1 25 2000.- 440

oltre 2000.- Bellinzona 30 826.- / 1413.- 8 40 4630.- 2320 Average CO emission per professor per week: Ponte Capriasca 27 315.- / 558.- 4 27 2240.- 595 S30 S10 S11 S4 S9 Sonvico 22 315.- / 558.- 4 30 2120.- 525 Linee grosse: offerta cadenzata Direzione Mendrisio Linee fini: offerta non cadenzata (singoli collegamenti) Bellinzona 50 952.- / 1620.- 12 40 6950.- 3160 0.805 t CO2 S60 ...e viaggi Lamone 22 518.- / 891.- 4 25 4260.- 1680 a emissioni S20 Magliaso 47 518.- / 891.- 8 30 4750.- 1920 (quasi) 0 # Lugano 14 630.- / 1071.- 4 40 3650.- 1160

# Como 16 694.- / 937.- 4 35 3160.- 1160 S5 Riva S. Vitale 10 315.- / 558.- 1 8 1810.- 348

S Approx. 15% of the students(about 100 students) at the accademia are living outside of Mendrisio (estimated figure) Many of them have their own# cars and commute to Mendrisio from their home.Dana, 24 anni # Other than students, 68% of# the atelier professors(17 professors) are visviting Q the accademia by train or cars. Due to the topography of the Ticino area, important settlements are located in the valleys and the main Note: This calculation does only concider the CO2 footprint of the flights of the professors. In addition to connection between these points are put along the velleys. this, there is ca 130 international students who fly to their respective countries on an avarage of 1 time each Because of the surrounding, it is difficult to have a widespread network of transportation, leading a culture of semester. In addition, the fieldstrips undertaken in different ateliers also enlarges the CO2 footprint. everyone owning a car in Ticino area.  Sustainability Lab Group Nr.06  Topic 4

406 Sustainable Design Lab 2019/20 407 implementing sustainability / mobility Group 6 Local mobility Strategies:

Mendrisio is well connected to local and international public International mobility strategies: transport. There is several measures that could be made in order to lower the CO2 emissions related to The railway station is within easy walking distance from the international traveling in relation to the university: Academy. Lugano airport is 20 km from Mendrisio, Milano- Malpensa airport is 50 km. Bus and trains connect Mendrisio - The school could consider the importance of internatinal professors in the Accademia. Of course, with Lugano (20 min.), Chiasso ( 5 min.), Como (20 min.) international professors has an im and Milan (60 min.). pact in terms of the schools reputation, but perhaps the number of professors comuting internationally could decrease.

668 students of AAM - Maybe the frequency of beeing present at the school could go down if the periode they stay is extended. Instead of traveling to the accademia back and forth once every week, maybe the structure 10% Ticino could change so that they forinstance take the trip once every two weeks, but then stay for a longer 10% Switzerland living in Mendisio; 5% Ticino + 10% Switzerland + 55% Italy + 15% Others = periode of time. 85% 65% Italy ______- Another aspect that should be adressed is the locations and sites for the atelier briefs. Maybe fieldtrips 15% Others could be arranged to more approximate locations where flying is not neccesary. 567 students living in Mendisio

Ways of mobility Regional mobility strategies:

Bicycle Measures that can be made in relation to national mobility: - Your own bicycle - The mobile-app Mobalt offers a very good overview of alternative ways of commuting. The app will - Bike sharing USI also include the option of hireing electical bikes and other more sustainable alternatives than car and Bicycles for hire are available by contacting the reception at Villa Argentina bus. The options of transportation is also rated based on how sustainable they are. They have avaiable 40 bicycles Price= 70chf. deposit and will be returned 50chf = 30chf - A situation where the accademia can provide discount for public transport is also interesting.

- PubliBike - Another oppertunity is copying the strategy of many european cities where you decrease the amount It has the pleasure of offering free to all its members of parking spots. If people dont have a place to park their car, they are less likley to drive. (students, professors, assistants, researchers and collaborators) an annual subscription of the PubliBike bike sharing service. - A fourth possibility in order to lower the CO2 emissions in relation to driving would be to organize carpool groups where people share transportation. This could for example be organized using WhatsApp. On foot Most students travel on foot as it is a city with short distances.

Car Local mobility strategies: Students and visitors who arrive by car are advised not to park near the Academy of Architecture, where street parking is costly and short term. It is best to take advantage of parking available in the public lot near There is little doubt that the best situation in terms of mobility and sustainability is to live in reasonable the Exhibition Centre (via Campo Sportivo), or in the municipal car park (via Praella 12). distance to the accademia. However, there is a few things worth pointing out;

Bus - The accademia has taken initiativ to bike-sharing, but the number of bikes in relation to the number For Mendrisio, the number 1 bus and a regular of students is not ideal. At the moment there is 40 bikes divided on 575. 'Autopostale' line connect the Academy of Architecture with the towns of Chiasso and Como. - Another measure that could be made in order to atract people to live within walking or cyckling For Chiasso/Mendrisio and Mendrisio/ Chiasso distance could be providing more student housing. travel, buses arrive at and depart from Piazza Elvezia on the international border and the train station; for Como, buses only arrive at and depart from Piazza Elvezia.

 Sustainability Lab Group Nr.06  Topic 4

408 Sustainable Design Lab 2019/20 409 implementing sustainability / mobility Group 6 5.

implementing a change in using the buildings We have divided the usage of building into two cathegories: ADMINISTRATION BEHAVIOR OF USERS

We have investigated the different ways that students use the building. Then, in the last page we are presenting strategies that could be implemented in order to improve the consumption of the energy.

 Topic 5

410 Sustainability Lab 2019/20 411 implementing sustainability / building use Group 6 Administration Behavior of the users

Lighting:

Even when natural light is more than sufficient to illuminate the spaces, the artificial lighting is still on.

As we can see from the diagram, the illumination of the building is a quite substantial part of the electricity consumption.

There are 51 desktops available on the 3rd floor of Canavee. Many of these computers are left empty with a screensaver on the screen, in order to prevent others students from taking the workstations. 35% One computer open it waste 400W/h One screen open it waste 40W/h 65%

Heating The energy consumption of 18 computers for one hour is 720W. If we assume that the computers is standing empty for a minimum of 2H The strategy of heating is in per day they will consume a total of 3,5% of the total energy of the several places very strange. The computers in Canavee. photos is from parts of the building that is only innhabiting vertical circulation. These spaces are packed with heating elements. Often these spaces are very warm an uncomfortable.

As we can see on the right picture, the window is open above the radiator.

There are 3 foam cutters in modellistica. Other than these foam cutters, many other students bring their own foam cutters to the accademia. In this case, a student had forgotten to turn off the machine.

0 Sustainability Lab Group Nr.06 1 Topic 5

412 Sustainable Design Lab 2019/20 413 implementing sustainability / building use Group 6 Improvements:

Administration

- Better regulation of the light. Especially in the corridors and the main hall.

- The temperature in the building varies a lot so the regulation of heating needs to be improved.

- Move radiators to more effective locations

- Mandatory courses to inform and teach the students how to use the building efficiently.

Users

- Make sure to turn off computers and electrical eqipment in general

- Since the lighting system is automatic, the students could share space when the building is "empty".

- Be aware of the frequency of printing

 Sustainability Lab Group Nr.06

414 Sustainable Design Lab 2019/20 415 implementing sustainability / building use Group 6 Group 7

Sebastiàn Mancera Autrique Daria Moatazed Keivani Jasper Bede Rumbelow Implementing Katja Nora Steger sustainability at AAM

416 Sustainability Lab 2019/20 417 implementing sustainability Group 7 InitialInitial observations observations around around the theAAM AAM highlighted highlighted patterns patterns of ofbehaviour behaviour towards towards consumption consumption and andsustainability sustainability TopicTopic 01 01 withinwithin the theschool. school. These These were were then then documented documented and and compiled compiled here here to understandto understand both both positive positive actions actions beingbeing implemented implemented by theby theschool school as well as well as areas as areas which which require require further further action action to improve to improve the thesustainability sustainability ObservationalObservational of theof theAAM. AAM. AnalysisAnalysis

2 2 SustainabilitySustainability Lab Lab GroupGroup Nr. 07 Nr. 07 3 3 TopicTopic 01 Observational 01 Observational Analysis Analysis

418 Sustainable Design Lab 2019/20 419 implementing sustainability Group 7 MODELSMODELS

ModelsModels are area valuable a valuable and and key keypart part of architectural of architectural education education and andat the at theAAM AAM they they are area celebrated a celebrated part partof of the theatelier atelier work. work. However However often often these these models models are aremade made from from toxic toxic plastic plastic foam foam and andconcrete, concrete, and andnon nontoxic toxic alternativesalternatives such such as greyboardas greyboard or paperor paper cannot cannot be recycledbe recycled after after being being glued glued and andstuck stuck together. together.

TheThe life cyclelife cycle of these of these models models are areoften often very very short. short. A lot A lotmaterial material is wastedis wasted from from poorly poorly planned planned model model making making withoutwithout regard regard for howfor how to economically to economically use useresources resources and and they they are arethen then stored stored on shelveson shelves chaotically. chaotically.

UponUpon walking walking around around Canavee Canavee atelier atelier spaces spaces many many instances instances of poorly of poorly stacked stacked and and stored stored models models were were observed.observed. This This means means that that on theon theoccasions occasions when when models models are areplanned planned to be to reusedbe reused for laterfor later purposes purposes they they are arenot notin a in proper a proper condition condition for fortheir their next next life. life. This Thiscareless careless culture culture could could easily easily be rectified.be rectified.

HoweverHowever during during the thesemester semester atelier atelier site site models models were were installed installed and and displayed displayed in the in themain main Canavee Canavee stair stair case, case, as wellas well as a as student a student exhibition exhibition of modelsof models hosted hosted on theon theground ground floor floor of Canavee.of Canavee. This Thisis a is positive a positive reuse reuse of of modelsmodels and and the theembodied embodied cost, cost, material material and and energy energy that that has hasgone gone into into making making them. them.

StudentsStudents also also remembered remembered occasions occasions when when site site models models were were gifted gifted (and (and even even sold) sold) to tothe the relevant relevant municipalitiesmunicipalities of the of thesites sites modelled. modelled. AteleierAteleier site modelssite models from from previous previous years years displayed displayed around around the Canavee the Canavee building. building.

ImproperImproper shelving shelving leads leads to models to models being being damaged damaged which which further further shortens shortens their their life span. life span. StudentStudent exhibitions exhibitions of modelsof models on the on groundthe ground floor floor of Canavee. of Canavee.

4 4 SustainabilitySustainability Lab Lab GroupGroup Nr. 07 Nr. 07 5 5 TopicTopic 01 Observational 01 Observational Analysis Analysis

420 Sustainable Design Lab 2019/20 421 implementing sustainability Group 7 MOBILITYMOBILITY

TheThe accademia accademia has hasa very a very good good but butminimal minimal supply supply of bikes of bikes available available to hire to hire for thefor theyear year for onlyfor only 20Fr. 20Fr. This This is is a verya very good good scheme scheme to encourage to encourage an affordablean affordable and andsustainable sustainable mode mode of transport of transport around around Ticino Ticino but butshould should be expandedbe expanded so thatso that there there were were opportunities opportunities for formore more than than 12 students12 students to participateto participate on aon first a first come come first first serveserve basis. basis.

TheyThey also also have have E-Bikes E-Bikes availble availble to hireto hire from from the thebasement basement but butagain again these these are arepoorly poorly advertised advertised and andnot not visiblevisible in plain in plain sight sight for spontaneousfor spontaneous use. use.

ManyMany students students also also use usea public a public facebook facebook group group to organise to organise car carsharing sharing throughout throughout the thesemester semester for longerfor longer journeysjourneys out outof Mendrisio. of Mendrisio.

E-bikesE-bikes for free for freerental rental for staffa for staffa nd students nd students at the at AAMthe AAMare storedare stored in the in basementthe basement with withno advertisement. no advertisement. StudentsStudents have have created created a system a system to coordinate to coordinate car pooling car pooling using using social social media. media.

6 6 SustainabilitySustainability Lab Lab GroupGroup Nr. 07 Nr. 07 7 7 TopicTopic 01 Observational 01 Observational Analysis Analysis

422 Sustainable Design Lab 2019/20 423 implementing sustainability Group 7 SELFSELF EVALUATION EVALUATION

TheThe AAM AAM has hasconducted conducted extensive extensive studies studies to pin to pinpoint point at what at what times times of dayof dayand andyear year there there is peak is peak consumption consumption of energyof energy in order in order to understand to understand which which areas areas of building of building usage usage should should be targetedbe targeted to reduce to reduce the thebuildings buildings consumption.consumption. This This research research has hasbeen been broken broken down down into into a floor a floor by floorby floor break break down down as aswell wellas asanalysis analysis of of whatwhat devices devices are areconsuming consuming the themost most electricity electricity relative relative to theirto their use. use. I.e theI.e thelaser laser cutter cutter consumes consumes a high a high proportionproportion (4%) (4%) even even though though it is it notis notused used as frequentlyas frequently as theas thefixed fixed computers computers which which consumed consumed a similar a similar amountamount (5%) (5%) but butare areused used all day. all day.

ThereThere are arealso also posters posters claiming claiming the theAAM AAM is plastic is plastic free free and andyet thereyet there is wideis wide spread spread use useof PETof inPET vignetta in vignetta and and the thevending vending machines. machines.

VendingVending machines machines used used have have no incentiveno incentive to reduce to reduce energy energy consumption consumption due dueto theto theacademia academia payingpaying their their electricity electricity bills. bills.

TheThe late late night night working working culture culture of theof theAAM AAM means means that that a lot a oflot studentsof students have have to eatto eatmultiple multiple meals meals at theat the universityuniversity and and yet yetthere there is no is dedicatedno dedicated space space in the in theCanavee Canavee building building for studentsfor students to prepare to prepare pre-made pre-made food food exceptexcept for infor vignetta in vignetta which which closes closes at 11pmat 11pm Monday Monday to Saturday.to Saturday. There There should should be a besimilar a similar space space as in as Turconi in Turconi PET isPET a widely is a widely used used and discardedand discarded around around the atelier the atelier spaces spaces rather rather than than reuable reuable bottles. bottles. wherewhere students students can can heat heat their their food food with with a microwave a microwave independent independent of Vignetta. of Vignetta.

AnalysisAnalysis conducted conducted by the by AAM the AAM allowed allowed the adminstration the adminstration to understand to understand the consumptionthe consumption patterns patterns of the of school.the school. PostersPosters claiming claiming the university the university is 100% is 100% Plastic Plastic Free Freeexhibited exhibited in the in studentthe student breakroom breakroom opposite opposite Vignetta, Vignetta, but is butthis is true?this true?

8 8 SustainabilitySustainability Lab Lab GroupGroup Nr. 07 Nr. 07 9 9 TopicTopic 01 Observational 01 Observational Analysis Analysis

424 Sustainable Design Lab 2019/20 425 implementing sustainability Group 7 CONSUMPTIONCONSUMPTION

At presentAt present the theAcademias Academias energy energy is produced is produced through through burning burning foil foilfuels fuels such such as gas. as gas. This This could could be changedbe changed throughthrough the theacademia academia applying applying for fundingfor funding for solarfor solar panels panels or wind or wind turbines turbines that that would would generate generate energy energy that that the theacademia academia could could sell sellback back to the to theelectricity electricity grid grid in holiday in holiday periods. periods.

TheThe new new canavee canavee building building provided provided an opportunityan opportunity for fora new a new high high performing performing thermal thermal envelope envelope and and plant plant systemsystem to supply to supply the theenergy energy needs needs of the of theschool school as efficiently as efficiently as possible.as possible. However However the the way waythe thebuilding building is is usedused disrupts disrupts how how efficiently efficiently the thebuilding building can canperform. perform. For Forexample example a typical a typical site site most most evenings evenings is theis theback back entranceentrance of theof theCanavee Canavee building building propped propped open open with with a chair a chair so theso thekey keycard card system system for forthe thedoor door can can be be avoided.avoided.

TheThe Canavee Canavee building building had had an electrican electric screen screen by theby theentrance entrance seemingly seemingly running running 24 hours24 hours a day a day with with images images of theof theprofessors professors on aon looping a looping slideshow. slideshow. Upon Upon arriving arriving for afor study a study trip trip on aon Saturday a Saturday morning morning at 5am at 5am it was it was stillstill running. running. It has It hasnow now been been seemingly seemingly turned turned off offbut itbut is it unclearis unclear if this if this was intentionalwas intentional and andpermanent permanent or or if thereif there was was a fault a fault with with the thescreen. screen. Furthermore Furthermore internally internally there there is still is still a screen a screen by theby theCanavee Canavee entrance entrance advertisingadvertising the thecurrent current exhibition exhibition in thein theTeatro, Teatro, could could this thisnot notbe replacedbe replaced by a by printed a printed poster poster instead? instead? A screenA screen advertising advertising 24/7 24/7the newthe newexhibtion exhibtion in the in Teatro.the Teatro. ReservingReserving computers computers for renders for renders using using multihour multihour screen screen savers. savers.

The AAM’sThe AAM’s energy energy supply supply is entirely is entirely from from gas. gas. The doorThe door to Canavee to Canavee is frequently is frequently propped propped open open at night. at night. 5am 5am19th 19th October October 2019 2019 10am, 10am, 21st 21stNovember November 2019 2019 A screenA screen with withprofessors professors images’ images’ runs runsall hours all hours of the of day the butday for but for One Oneday itday is turnedit is turned off offbut isbut this is temporarythis temporary or permenant? or permenant? who?who?

10 10 SustainabilitySustainability Lab Lab GroupGroup Nr. 07 Nr. 07 11 11 TopicTopic 01 Observational 01 Observational Analysis Analysis

426 Sustainable Design Lab 2019/20 427 implementing sustainability Group 7 To analyse how the Academia could reduce energy consumption, we first started to categories failures that lead to excess energy being consumed. The two categories we established were failures in the buildings infrastructure and then issues with the way the building is inhabited.

Infrastructure issues:

Front door left open all night due to key card access.

Solar gain lost through electronic blinds.

At present there is no way of closing some ateliers and not others. i.e only one floor needs to be open on certain nights when there are less people in the Academia.

Currently no rainwater is collected on site. This water could be collected and used to flush the toilets. This happens in several universities in the UK for example Kingston School of Art. 2. At present the Academias energy is produced through burning foil fuels such as gas. This could be changed through the academia applying for funding for solar panels or wind turbines that would generate energy that the academia could sell back to the electricity grid in holiday periods. Vending machines used have no incentive to reduce energy consumption due to the academia implementing a more paying their electricity bills. sustainable model- Inhabitation issues:

Lift is used as the main mode of transport between floors. making culture

Lectures with a small number of students could be hosted in small rooms to minimise energy consumption.

Workshop fan left on over night despite the workshop being empty for the majority of the week.

Workshop open all night on days without reviews.

Computers left on all night and all computer rooms open even on Sundays when the academia is predominantly empty.

School is open through the entire holidays despite there being no need for the atelier space.

Both master and bachelors buildings open all night on everyday of the week

12 Sustainability Lab Group Nr. 07 13 Topic 01 Observational Analysis

428 Sustainable Design Lab 2019/20 429 implementing sustainability Group 7 Case Study 1 Architectural models made in a “lifespan” of a student at the AAM

BACHELOR 1 BACHELOR 2

Semester 1 Semester 1

ATELIER BASERGA ATELIER COLLOMB: - common cardboard model of the Ticino valley (cardboard cut by hand) fig1 - collective site model for all the Atelier and individual project to insert each student (cardboard - site model of the valley for the whole atelier (poured concrete) fig2 painted with oil, covered in rasante, painted black) - working models (cardboard and Styrofoam) - working models, models for mid. critic (cardboard, wood, styrofoam) - individual project model for exercise “refugio” (in Styrofoam and clay) - individual model of the project in bigger scale (samba wood charred by fire) - two students group project model for final project (in cardboard cut by hand) fig3

ATELIER BLUMER: - two students group work building a moveable tower (cardboard and wood) fig4

Semester 2: Semester 2:

ATELIER BASERGA: ATELIER COLLOMB: - two students group exercise redrawing and model making of a Corbusier Project (cardboard cut - collective site model for a group of six students and individual project to insert each student (in by hand, painted white) wood) - working models (cardboard and Styrofoam) - working models, models for mid. critic (cardboard, wood, styrofoam) After noting more general patterns of behaviour in the observational analysis, more specific analysis was - collective site model for group of 4 students and individual model to insert (cardboard cut by - individual model of the project in bigger scale( mdf, painted) Topic 02 conducted in the form of case studies. The first follows the life of a student from bachelors to masters and hand) documents how many models they made for each part of the course over their 5 years of studies. COURSE GRAF: Case Studies ATELIER BLUMER: - model of a detail (mdf and other materials) Following the experience of a sample student, the experience of a sample atelier is analysed in the case study - building a mechanical watch (wood and metal screws) of Atelier Sergision’s Autumn 2019 site model was which due to the site’s typography incurred a great cost both in laser cutting and material resources. This case study documents the ways in which a more thorough contemplation of how the model is to be made can produce great savings, both economically but also in the materials used.

Material: Greycard Material: Greycard Material: Concrete Dimension: ca. 4x5m Dimension: ca. 0.5x1m Dimension: ca. 1.2 x 3.5m Lifespan: sold to the local municpality after the semester Lifespan: thrown away after the semester Lifespan: thrown away after the semester

Material: Greycard and wood Dimension: ca. 2.5x1m Lifespan: destroyed during a mise-en-scen

14 Sustainability Lab Group Nr. 07 15 Topic 02 Case Studies 16 Sustainability Lab Group Nr. 07 17 Topic 02 Case Studies

430 Sustainable Design Lab 2019/20 431 implementing sustainability Group 7 Case Study 1 Case Study 1 Architectural models made in a “lifespan” of a student at the AAM Architectural models made in a “lifespan” of a student at the AAM

BACHELOR 1 BACHELOR 2 BACHELOR 3 MASTER 1

Semester 1 Semester 1 Semester 1 Semester 1:

ATELIER BASERGA ATELIER COLLOMB: ATELIER KÉRÉ: ATELIER GUEDES: - common cardboard model of the Ticino valley (cardboard cut by hand) fig1 - collective site model for all the Atelier and individual project to insert each student (cardboard - workshop learn by doing 1:1 collective model of pavilion (Styrofoam) - collective site model for all the Atelier and model to insert in groups of two (Styrofoam covered in - site model of the valley for the whole atelier (poured concrete) fig2 painted with oil, covered in rasante, painted black) - workshop learn by doing 1:1 pavilion in wood rasante) - working models (cardboard and Styrofoam) - working models, models for mid. critic (cardboard, wood, styrofoam) - collective site model for all the Atelier and model to insert in groups of two (cardboard cut by - working models, models for mid critic (cardboard, mdf and Styrofoam) - individual project model for exercise “refugio” (in Styrofoam and clay) - individual model of the project in bigger scale (samba wood charred by fire) laser) - bigger scale model to show materiality and interior in groups of two (styrofoam covered in - two students group project model for final project (in cardboard cut by hand) fig3 - working models, models for mid critic (cardboard, mdf and Styrofoam) rasante, poured concrete) - bigger scale model to show materiality in groups of two ATELIER BLUMER: - two students group work building a moveable tower (cardboard and wood) fig4 COURSE MONOTTI VENZI: ATELIER BLUMER: - two students group work structural model (mdf painted) - two students group work building a moveable tower (cardboard and wood)

Semester 2: Semester 2:

ATELIER BASERGA: ATELIER COLLOMB: Semester 2: Semester 2: - two students group exercise redrawing and model making of a Corbusier Project (cardboard cut - collective site model for a group of six students and individual project to insert each student (in by hand, painted white) wood) UWA, PERTH: ATELIER ARNABOLDI: - working models (cardboard and Styrofoam) - working models, models for mid. critic (cardboard, wood, styrofoam) - two individual models showing two scales (cardboard cut by laser) - collective site model (cardboard, cut by hand) - collective site model for group of 4 students and individual model to insert (cardboard cut by - individual model of the project in bigger scale( mdf, painted) - working models, models for mid critic (cardboard, mdf and Styrofoam) hand) - one or two individual models in groups of two COURSE GRAF: ATELIER BLUMER: - model of a detail (mdf and other materials) COURSE GRAF: - building a mechanical watch (wood and metal screws) - model of a detail (mdf painted)

MASTER 2:

Semester 1:

ATELIER MILLER: - collective site model in group of six students and individual project to insert (styrofoam, cardboard covered in stucco and wax) - model in groups of two for interior “Stimmung” picture (range of materials) Material: Greycard Material: Greycard Material: Concrete - working models, models for 3 mid critics (cardboard, mdf and Styrofoam) Dimension: ca. 4x5m Dimension: ca. 0.5x1m Dimension: ca. 1.2 x 3.5m Lifespan: sold to the local municpality after the semester Lifespan: thrown away after the semester Lifespan: thrown away after the semester

Material: Greycard and wood Dimension: ca. 2.5x1m Lifespan: destroyed during a mise-en-scen

16 Sustainability Lab Group Nr. 07 17 Topic 02 Case Studies 18 Sustainability Lab Group Nr. 07 19 Topic 02 Case Studies

432 Sustainable Design Lab 2019/20 433 implementing sustainability Group 7 Case Study 1 Case Study 2 Architectural models made in a “lifespan” of a student at the AAM Atelier Sergison’s Zurich Site model Autumn Semester 2019 Technique 1: Card base representing typography made solid BACHELOR 3 MASTER 1 Atelier Sergison makes 13 site models (one per two students per semester). These models collectively form a larger model, which also combines with the output of previous semesters with the end goal of modelling First laser file: 1300 cards Semester 1 Semester 1: all of Zurich after the course of six semesters. Lasering Cost €8,000 ATELIER KÉRÉ: ATELIER GUEDES: These models are constructed from card and timber using both analogue and digital techniques. - workshop learn by doing 1:1 collective model of pavilion (Styrofoam) - collective site model for all the Atelier and model to insert in groups of two (Styrofoam covered in - workshop learn by doing 1:1 pavilion in wood rasante) In the fifth semester of Atelier Sergison’s study of Zurich, the economic cost of the site model caused by the - collective site model for all the Atelier and model to insert in groups of two (cardboard cut by - working models, models for mid critic (cardboard, mdf and Styrofoam) steep typography that needed to be modelled forced the atelier to reduce the environmental impact. laser) - bigger scale model to show materiality and interior in groups of two (styrofoam covered in - working models, models for mid critic (cardboard, mdf and Styrofoam) rasante, poured concrete) In the end technique three was chosen due to technique four being too expensive due to increased laser Technique 2: - bigger scale model to show materiality in groups of two time as a result of engraving. Card base hollow but with all 13 site models COURSE MONOTTI VENZI: having solid bases ATELIER BLUMER: - two students group work structural model (mdf painted) - two students group work building a moveable tower (cardboard and wood) Second Laser file: 900 cards – removed edges

Lasering Cost €6,000

Semester 2: Semester 2:

UWA, PERTH: ATELIER ARNABOLDI: - two individual models showing two scales (cardboard cut by laser) - collective site model (cardboard, cut by hand) - working models, models for mid critic (cardboard, mdf and Styrofoam) Technique 3: - one or two individual models in groups of two Only the outer edges of the entire model are made solid. COURSE GRAF: - model of a detail (mdf painted) Third laser file: 400 cards – contour cut with only 20 mm depth past the curve

Lasering Cost €2,500

MASTER 2:

Semester 1: Technique 4: ATELIER MILLER: Each piece of typography is only 5 cm deep - collective site model in group of six students and individual project to insert (styrofoam, just enough room to glue to the layer above cardboard covered in stucco and wax) however this required each piece to be - model in groups of two for interior “Stimmung” picture (range of materials) engraved to ensure accuracy - working models, models for 3 mid critics (cardboard, mdf and Styrofoam) Third laser file: 230 cards

Lasering Cost €3,500

18 Sustainability Lab Group Nr. 07 19 Topic 02 Case Studies 20 Sustainability Lab Group Nr. 07 21 Topic 02 Case Studies

434 Sustainable Design Lab 2019/20 435 implementing sustainability Group 7 Case Study 2 Atelier Sergison’s Zurich Site model Autumn Semester 2019 Technique 1: Card base representing typography made solid Atelier Sergison makes 13 site models (one per two students per semester). These models collectively form a larger model, which also combines with the output of previous semesters with the end goal of modelling First laser file: 1300 cards all of Zurich after the course of six semesters. Lasering Cost €8,000 These models are constructed from card and timber using both analogue and digital techniques.

In the fifth semester of Atelier Sergison’s study of Zurich, the economic cost of the site model caused by the steep typography that needed to be modelled forced the atelier to reduce the environmental impact.

In the end technique three was chosen due to technique four being too expensive due to increased laser Technique 2: time as a result of engraving. Card base hollow but with all 13 site models having solid bases 3. Second Laser file: 900 cards – removed edges

Lasering Cost €6,000 implementing a more sustainable Technique 3: Only the outer edges of the entire model are made solid. consumption culture

Third laser file: 400 cards – contour cut with only 20 mm depth past the curve

Lasering Cost €2,500

Technique 4: Each piece of typography is only 5 cm deep just enough room to glue to the layer above however this required each piece to be engraved to ensure accuracy

Third laser file: 230 cards

Lasering Cost €3,500

20 Sustainability Lab Group Nr. 07 21 Topic 02 Case Studies

436 Sustainable Design Lab 2019/20 437 implementing sustainability Group 7 MOBILITY DATA Car 4.5% We found, perhaps unsurprisingly for students, that cost and journey time were frequent concerns when making their travel arrangements. Although when bringing large luggage at the start and end of the 3. How regularly do you travel from Mendrisio outside of your studies? academic year ease of transportation became a more significant consideration. Never Once a week Patterns of movement in and out of Mendrisio whether for academic purposes or leisure seemed to be Once a month generally quite consistent over the sample, except for how frequently people travelled home during the Once a semester semester which we found was only regular for those who were based in Milan or the Lombardy region. This If other please state__ pattern of behaviour returning home was not found to be the same for international students who are from 3. How regularly do you travel from Mendrisio outside of your studies? much further locations and originally came by plane at the start of the semester. Once a week 41% Once a month 35% Just over a fifth of those sampled had a car in Mendrisio, but it was encouraging to see that of those that Once a semester 16% did, most claimed to frequently have passengers on their journeys. Other 8% Survey: If possible please state the reason 1. a. How did you arrive in Mendrisio at the beginning of the semester? Leisure 100% Plane 44% Car 32% 4. When making travel arrangements, what factors most effect your choice of transport? Train 24% Financial cost 44%

Journey time28% b. What factors most effected your choice of transport in this instance? Ease of access 21% Journey time41% Carbon footprint 7% Ease of access 26% Financial cost 26% 5. a. Do you have a car in Mendrisio? More comprehensive data was collected in order to understand wider patterns of behaviour regarding Carbon footprint 2.5% mobility in and out of Mendrisio as well as consumption patterns within the school. Yes 22% Topic 03 No 78% c. How regularly do you travel back to this destination from Mendrisio?

First a sample survey from 50 students was conducted to see if patterns of mobility could be identified Once a semester 54% Survey and b. If yes, how regularly do you use it? within the student body. After collecting the data, a common journey (Mendrisio-Milan) was identified and Once a month 21% Once a week 37.5% a comparison made of the journey time, cost, CO2 emissions and other factors for a variety of travel options Other 18% Twice a week 37.5% Empirical along this route to try and understand better the possible factors influencing behaviours of mobility. Never 3.5% Once a month 25% Once a week 3.5%

Studies c. How many passengers do you usually have? 2. How regularly were you expected to travel for your studies this semester? 1 11% a. Atelier: Once a semester 90% 2 77% Once a month 10% 3 22%

What mode of transport do you usually use for these journeys? Train 54% Plane 32.5% Upon collection of the data, it was felt that the survey could have been developed further by asking more Bus 4.5% specifically about student’s day to day travel patterns rather than just looking at the general pattern of Car 4.5% mobility across the semester.

• How far do you live from the Accademia? b. Lectures: Once a semester 51.5% • How do you usually travel to and from the Accademia? Once a month 42% • Do you own a bike? Other 6% • Are you aware of the Half Tax Swiss Rail scheme? And if so are you a part of it? • Are you aware of mobility infrastructures made available to students by the Accademia? What mode of transport do you usually use for these journeys? Train 54% Plane 32.5% Bus 4.5%

22 Sustainability Lab Group Nr. 07 23 Topic 03 Survey and Empirical Studies 24 Sustainability Lab Group Nr. 07 25 Topic 03 Survey and Empirical Studies

438 Sustainable Design Lab 2019/20 439 implementing sustainability Group 7 MOBILITY DATA OPTIONS FOR A TYPICAL JOURNEY MENDRISIO-MILAN CO2 emissions per passenger per km travelled sourced from BEIS/Defra Greenhouse Gas Conversion Factors 2019 at https://www.bbc.com/news/science- Car 4.5% We found, perhaps unsurprisingly for students, that cost and journey time were frequent concerns when environment-49349566 making their travel arrangements. Although when bringing large luggage at the start and end of the 3. How regularly do you travel from Mendrisio outside of your studies? FOOT academic year ease of transportation became a more significant consideration. Never Journey time: 11hrs Once a week CO2: 0g/km Patterns of movement in and out of Mendrisio whether for academic purposes or leisure seemed to be Once a month Cost: Free! generally quite consistent over the sample, except for how frequently people travelled home during the Once a semester semester which we found was only regular for those who were based in Milan or the Lombardy region. This If other please state__ STUDENT CARPOOLING pattern of behaviour returning home was not found to be the same for international students who are from 3. How regularly do you travel from Mendrisio outside of your studies? Journey time: varies much further locations and originally came by plane at the start of the semester. Once a week 41% CO2: 171g/km (1 passenger), 43g/km (4 passengers) Once a month 35% Cost: Driver incurs cost of petrol + car + insurance + taxes Just over a fifth of those sampled had a car in Mendrisio, but it was encouraging to see that of those that Once a semester 16% Free for student carpooling passenger! did, most claimed to frequently have passengers on their journeys. Other 8% Pros: Offsetting carbon from journeys that already Survey: If possible please state the reason happening, fosters communal spirit within Accademia, 1. a. How did you arrive in Mendrisio at the beginning of the semester? Leisure 100% social Plane 44% Cons: Availability is random, highly dependent on Car 32% 4. When making travel arrangements, what factors most effect your choice of transport? someone else’s travel plans, not much flexibility Train 24% Financial cost 44%

Journey time28% BLABLA CAR POOLING b. What factors most effected your choice of transport in this instance? Ease of access 21% Journey time: varies Journey time41% Carbon footprint 7% CO2: 171g/km (1 passenger), 43g/km (4 passengers) Ease of access 26% Cost: Varies, usually €5,50 Financial cost 26% 5. a. Do you have a car in Mendrisio? Carbon footprint 2.5% Yes 22% Pros: Social, offsetting carbon from journeys that already No 78% happening, cheap c. How regularly do you travel back to this destination from Mendrisio? Cons: Availability is random, travelling with strangers, Once a semester 54% b. If yes, how regularly do you use it? highly dependent on someone else’s travel plans, not Once a month 21% Once a week 37.5% much flexibility Other 18% Twice a week 37.5% Never 3.5% Once a month 25% COACH (FLIXBUS) Once a week 3.5% Journey time: 1hr 50mins

c. How many passengers do you usually have? CO2:27g/km 2. How regularly were you expected to travel for your studies this semester? 1 11% Cost: Varies a. Atelier: Once a semester 90% 2 77% Once a month 10% 3 22% Pros: Cheap, direct to Milan from Lugano Cons: No direct bus from Mendrisio to Milan(direct from What mode of transport do you usually use for these journeys? Lugano), inconsistent availability of buses per day Train 54% Plane 32.5% Upon collection of the data, it was felt that the survey could have been developed further by asking more TRAIN Bus 4.5% specifically about student’s day to day travel patterns rather than just looking at the general pattern of Journey time: 50mins to 1hr30mins Car 4.5% mobility across the semester. CO2: 41g/km

• How far do you live from the Accademia? Cost: €5,50 (Chiasso-Milan)/ €17 (Mendrisio-Milan) b. Lectures: Once a semester 51.5% • How do you usually travel to and from the Accademia? Once a month 42% • Do you own a bike? Pros: Regular trains available, cheap, access to multiple Other 6% • Are you aware of the Half Tax Swiss Rail scheme? And if so are you a part of it? Milanese stations • Are you aware of mobility infrastructures made available to students by the Accademia? Cons: More affordable train requires you to change at What mode of transport do you usually use for these journeys? Chiasso Train 54% Plane 32.5% Bus 4.5%

24 Sustainability Lab Group Nr. 07 25 Topic 03 Survey and Empirical Studies 26 Sustainability Lab Group Nr. 07 27 Topic 03 Survey and Empirical Studies

440 Sustainable Design Lab 2019/20 441 implementing sustainability Group 7 OPTIONS FOR A TYPICAL JOURNEY MENDRISIO-MILAN EMPIRICAL STUDY: USER INITIATED SHADING AND WINDOW ISSUES CO2 emissions per passenger per km travelled sourced from BEIS/Defra Greenhouse Gas Conversion Factors 2019 at https://www.bbc.com/news/science- The concentration of shading was on the Western façade, which is no surprise, however the open windows environment-49349566 Considering the note by the building administration that the mechanical systems are difficult to retrofit, we were more disperse: FOOT decided to focus on a usage issue involving windows left open and shades left down. The former of course Journey time: 11hrs breaks the thermal seal and obliges the heating systems to use more energy, and the latter, when left down CO2: 0g/km overnight, also prevents the useful solar heat gain through windows before users come in the morning. Cost: Free! Over the course of four days, we look at how many shades were left down per floor, and how many STUDENT CARPOOLING windows left open at different times of the day: Journey time: varies CO2: 171g/km (1 passenger), 43g/km (4 passengers) Cost: Driver incurs cost of petrol + car + insurance + taxes Free for student carpooling passenger!

Pros: Offsetting carbon from journeys that already happening, fosters communal spirit within Accademia, social Cons: Availability is random, highly dependent on someone else’s travel plans, not much flexibility

BLABLA CAR POOLING Journey time: varies CO2: 171g/km (1 passenger), 43g/km (4 passengers) Cost: Varies, usually €5,50

Pros: Social, offsetting carbon from journeys that already happening, cheap Cons: Availability is random, travelling with strangers, highly dependent on someone else’s travel plans, not much flexibility

COACH (FLIXBUS) Journey time: 1hr 50mins CO2:27g/km Cost: Varies

Pros: Cheap, direct to Milan from Lugano Cons: No direct bus from Mendrisio to Milan(direct from Total number of windows: 119 Lugano), inconsistent availability of buses per day Average shades down in morning: 30 Average shades down in evening: 38.6 TRAIN Average windows open in morning: 8.6 Journey time: 50mins to 1hr30mins Average windows open in evening: 3.33 CO2: 41g/km Cost: €5,50 (Chiasso-Milan)/ €17 (Mendrisio-Milan)

Pros: Regular trains available, cheap, access to multiple Milanese stations Cons: More affordable train requires you to change at Chiasso

26 Sustainability Lab Group Nr. 07 27 Topic 03 Survey and Empirical Studies 28 Sustainability Lab Group Nr. 07 29 Topic 03 Survey and Empirical Studies

442 Sustainable Design Lab 2019/20 443 implementing sustainability Group 7 EMPIRICAL STUDY: USER INITIATED SHADING AND WINDOW ISSUES EMPIRICAL STUDY: CONCLUSIONS The concentration of shading was on the Western façade, which is no surprise, however the open windows So what if there is a mix? Is there a way to distill the essential functions of a physical university into a Considering the note by the building administration that the mechanical systems are difficult to retrofit, we were more disperse: Our takeaway from these findings is less a pattern and more a matter of sheer numbers. While the solar flexible core at the center of a virtual network? As a thought exercise, what could we trim from Canavee if decided to focus on a usage issue involving windows left open and shades left down. The former of course heat gain in the morning from leaving shades up at night may be minimal, the effect of leaving windows we were to make theoretical lectures virtual, with presence only required for round table discussions with breaks the thermal seal and obliges the heating systems to use more energy, and the latter, when left down open is completely counterproductive to a system designed to be insulated from the outside. professors and assistants? With CO2 emissions due to travel this may be great. Spatially, though, beyond overnight, also prevents the useful solar heat gain through windows before users come in the morning. losing some lecture halls and cutting back on some circulation areas, is there much that is disposable? It’s Our proposal for this set of issues would be a relatively simple retrofit. While the administration noted easier to ensure the efficiency of thirty professor offices in one building than scattered across the region. Over the course of four days, we look at how many shades were left down per floor, and how many that retrofitting the mechanical system is complicated due to the programming involved, we propose to There are resource efficiencies that a physical campus produces that should be considered when discussing windows left open at different times of the day: leave the mechanical systems and untouched and instead focus on the manual shade switches that are alternatives, particularly in new scenarios where consumption is dispersed. The new school should be a at every third window, and on automating the windows themselves. This would involve first installing physical manifestation of efficiency through pooled resources, linked to a network that offsets supplemental sunlight sensors on the Western and Southern facades that would send a signal to an independent set of functions. switches that replace the current manual toggles. These switches would still allow user interaction for glare during the day but would ensure all the shades are raised when it gets dark to ensure early sun exposure is maximized.

For the windows, we would propose a system of timed chain shutters that allow users to open windows if necessary, but close them once open for an hour. These sorts of shutters are readily available and require minimal voltage.

Retrofit aside, we hope this data can help tweak the heating systems in some way, as identifying overheat areas where windows are open while the heat has been on can point to larger issues that are not readily visible.

Future Schools

The initial inclination of the future school for the past decade has been the idea of the virtual school. These have proliferated throughout the world, with internet university degrees, high school diplomas, even primary schooling in remote areas. On paper, it seems quite appealing, with text, audio, video and interactive as well as collaborative resources accessed by students online. Teachers and students from across the globe interact seamlessly in virtual classrooms.

The pros are clear:

no infrastructure (school building) is needed -> no heating, no electricity etc. no commuting of students nor teachers necessary -> transport pollution cost reduction -> education can be made more accessible to poor people more flexibility -> the virtual classroom can be accessed from anywhere globalization / sharing / distribution of education -> more people can be educated about our planet and Total number of windows: 119 therefore more people will be more careful with it Average shades down in morning: 30 everything is digital -> reduction of use of paper Average shades down in evening: 38.6 Average windows open in morning: 8.6 And yet, these efforts have fallen short of educational utopia. In fact, as online degrees have proliferated in Average windows open in evening: 3.33 the United States, the same schools that run these programs have seen increased demand for their brick and mortar institution. So, accessibility to education has improved, but rather than meeting demand it has stoked more of it. So beyond vague ideas of physicality, what are the draws of a physical institution?

Certain degrees require laboratories, workshops, hands on learning where it makes sense for costs of infrastructure to be shared rather than scattered. Think architecture and its models. Free exchange of ideas by simple sharing of a space If a degree is something not simply functional, but rather dependent on the social network it creates, then many of the arguments for virtual schools fall short. One on one skype, or watching a lecture, sure, but holding a discussion across a dozen different internet speeds quickly loses its appeal.

28 Sustainability Lab Group Nr. 07 29 Topic 03 Survey and Empirical Studies 30 Sustainability Lab Group Nr. 07 31 Topic 03 Survey and Empirical Studies

444 Sustainable Design Lab 2019/20 445 implementing sustainability Group 7 EMPIRICAL STUDY: CONCLUSIONS So what if there is a mix? Is there a way to distill the essential functions of a physical university into a Our takeaway from these findings is less a pattern and more a matter of sheer numbers. While the solar flexible core at the center of a virtual network? As a thought exercise, what could we trim from Canavee if heat gain in the morning from leaving shades up at night may be minimal, the effect of leaving windows we were to make theoretical lectures virtual, with presence only required for round table discussions with open is completely counterproductive to a system designed to be insulated from the outside. professors and assistants? With CO2 emissions due to travel this may be great. Spatially, though, beyond losing some lecture halls and cutting back on some circulation areas, is there much that is disposable? It’s Our proposal for this set of issues would be a relatively simple retrofit. While the administration noted easier to ensure the efficiency of thirty professor offices in one building than scattered across the region. that retrofitting the mechanical system is complicated due to the programming involved, we propose to There are resource efficiencies that a physical campus produces that should be considered when discussing leave the mechanical systems and untouched and instead focus on the manual shade switches that are alternatives, particularly in new scenarios where consumption is dispersed. The new school should be a at every third window, and on automating the windows themselves. This would involve first installing physical manifestation of efficiency through pooled resources, linked to a network that offsets supplemental sunlight sensors on the Western and Southern facades that would send a signal to an independent set of functions. switches that replace the current manual toggles. These switches would still allow user interaction for glare during the day but would ensure all the shades are raised when it gets dark to ensure early sun exposure is maximized.

Future Schools sustainable mobility The initial inclination of the future school for the past decade has been the idea of the virtual school. These have proliferated throughout the world, with internet university degrees, high school diplomas, even primary schooling in remote areas. On paper, it seems quite appealing, with text, audio, video and culture interactive as well as collaborative resources accessed by students online. Teachers and students from across the globe interact seamlessly in virtual classrooms.

The pros are clear: no infrastructure (school building) is needed -> no heating, no electricity etc. no commuting of students nor teachers necessary -> transport pollution cost reduction -> education can be made more accessible to poor people more flexibility -> the virtual classroom can be accessed from anywhere globalization / sharing / distribution of education -> more people can be educated about our planet and therefore more people will be more careful with it everything is digital -> reduction of use of paper

And yet, these efforts have fallen short of educational utopia. In fact, as online degrees have proliferated in the United States, the same schools that run these programs have seen increased demand for their brick and mortar institution. So, accessibility to education has improved, but rather than meeting demand it has stoked more of it. So beyond vague ideas of physicality, what are the draws of a physical institution?

30 Sustainability Lab Group Nr. 07 31 Topic 03 Survey and Empirical Studies

446 Sustainable Design Lab 2019/20 447 implementing sustainability Group 7 NEW TECHNOLOGIES Paper

Stone paper

Stone paper uses less raw materials than traditional paper. “The source of the calcium carbonate is waste material collected from marble quarries and offcuts which are ground and reduced to fine white calcium carbonate powder. The production of stone paper uses no water, acid, bleach or optical brighteners. It can be recycled endlessly, but only if recycled separately at civic amenity sites. However, it is important to note it is not biodegradable due to the plastic it contains.”

“Stone paper collects no static charge; is acid-free with a neutral pH; has no grain; is water, grease, and insect resistant; and tears with difficulty due to a latex-like texture. Because it is not made from wood fibres, stone paper possesses a smoother surface than most traditional paper products, eliminating the need for a coating or lamination.”

Source: http://www.swedbrand-group.com/blog/what-is-stone-paper https://en.wikipedia.org/wiki/Stone_paper

Pepakura designer software

Complex 3D forms can be imported into Pepakura Designer. The software will create the form in a series After extensive analysis of behaviours and patterns within the school body, it was felt that this was good of nets to be assembled from 2D elements. This is a useful way for using cheaper and less energy intensive opportunity to look outside of existing norms within the AAM and research new technologies that might Topic 04 materials like paper (which is also recyclable) to make models. enhance the school. Furthermore, examples of approaches in other institutions that could be applied at Exemplars AAM were also gathered. and New Technologies

Nets ready to be assembled after being prepared using Pepakura software.

32 Sustainability Lab Group Nr. 07 33 Topic 04 Exemplars and New Technologies 34 Sustainability Lab Group Nr. 07 35 Topic 04 New Technologies

448 Sustainable Design Lab 2019/20 449 implementing sustainability Group 7 NEW TECHNOLOGIES NEW TECHNOLOGIES Paper Non toxic alternatives

Stone paper Jesmonite

Stone paper uses less raw materials than traditional paper. “The source of the calcium carbonate is waste “Jesmonite is a good alternative for toxic resin casting which releases lots of forms during the production material collected from marble quarries and offcuts which are ground and reduced to fine white calcium process and is banned in quite a lot of schools due to the risk it poses to students. It is considered a low carbonate powder. The production of stone paper uses no water, acid, bleach or optical brighteners. It can hazard material. The finished composite emits no toxic fumes. The mixing process requires no harmful be recycled endlessly, but only if recycled separately at civic amenity sites. However, it is important to note solvents. However, the mixing should be performed with rubber gloves, eye protection, and dust mask, and it is not biodegradable due to the plastic it contains.” should take place in a well-ventilated area. Cleanup is performed with water.” Source: https://en.wikipedia.org/wiki/Jesmonite “Stone paper collects no static charge; is acid-free with a neutral pH; has no grain; is water, grease, and insect resistant; and tears with difficulty due to a latex-like texture. Because it is not made from wood fibres, stone paper possesses a smoother surface than most traditional paper products, eliminating the need for a coating or lamination.” Alginate (dentistry molding material)

Source: http://www.swedbrand-group.com/blog/what-is-stone-paper This material is usually used by dentists to make moulds of patients mouths’, however it is 100% https://en.wikipedia.org/wiki/Stone_paper biodegrable and readily available on amazon.com.

Pepakura designer software 3D extruded clay

Complex 3D forms can be imported into Pepakura Designer. The software will create the form in a series 3D printing is also not limited by plastic! Plastic free options use clay with the same principle of extrusion of nets to be assembled from 2D elements. This is a useful way for using cheaper and less energy intensive which beautiful results. materials like paper (which is also recyclable) to make models.

Nets ready to be assembled after being prepared using Pepakura software.

3D extruded clay

34 Sustainability Lab Group Nr. 07 35 Topic 04 New Technologies 36 Sustainability Lab Group Nr. 07 37 Topic 04 New Technologies

450 Sustainable Design Lab 2019/20 451 implementing sustainability Group 7 NEW TECHNOLOGIES NEW TECHNOLOGIES Non toxic alternatives Bio/alternative plastics

Jesmonite 3D printing consists of a filament wound on a spool that then extrudes your 3D model in layers. It reduces the amount of waste material in the model making process which is a beneficial to us however the most “Jesmonite is a good alternative for toxic resin casting which releases lots of forms during the production widely used 3D printing filament is problematic. ABS (Acrylonitrile Butadiene Styrene) plastics are used by process and is banned in quite a lot of schools due to the risk it poses to students. It is considered a low most manufacturers in 3D printing filaments as it is lightweight and easily machinable however it is still hazard material. The finished composite emits no toxic fumes. The mixing process requires no harmful petroleum based and therefore very damaging. Furthermore it does not decompose over time. solvents. However, the mixing should be performed with rubber gloves, eye protection, and dust mask, and (Another ABS based material are plasti-blok are however easy to cut, carve, CNC, sand, finish and join. They should take place in a well-ventilated area. Cleanup is performed with water.” are also very easy to recycle, and if you choose to use coloured plastic, then you don’t need to paint your Source: https://en.wikipedia.org/wiki/Jesmonite model, which makes it even easier to recycle.)

One option is to invest in recycling ABS plastics to create new filament, like the dutch brand Refilament. Alternatively, you can make your own with a Filabot device which recycles old plastic pieces and creates a Alginate (dentistry molding material) new filament from the raw waste pieces (Filabot photographed below). This is beneficial as it is recycling and reusing old material but it also allows the user to save money by manufacturing their own filament. For This material is usually used by dentists to make moulds of patients mouths’, however it is 100% example “A bottle of milk recycled by the Filabot converts into 2.5 meters of 3D filament.” biodegrable and readily available on amazon.com. Source: https://www.aniwaa.com/eco-friendly-3d-filament/

3D extruded clay A more desirable filament commonly used is the corn starch-based PLA which is already biodegradable. Due to its non-toxic properties it can also be used to produce items that come into contact with food! The main 3D printing is also not limited by plastic! Plastic free options use clay with the same principle of extrusion weakness of PLA is its high sensitivity to moisture and its tendency to break rather than bend which is why which beautiful results. it hasn’t quite yet over taken ABS plastics as the main source of filaments. PLA is however a good base material to be used in a variety of hybrid filaments currently on the market. Hybrids with coconut, soy, oysters, seaweed etc have been experimented with. Also there are quite a few on the market make from waste bioproducts such as coffee granule waste and beer by-products! Source: https://io3dprint.com/environmentally-friendly-3d-printer-filaments/

Notable 3D printing filament alternatives on the market: Hemp filaments “Because of hemps natural abilities it has no need for pesticides, it fertilises the soil it grows in and can grow more densely than other crops. Already these aspects make hemp a good material to work with as an eco-solution...It is often made without added colour to keep the positive impact all the way through and has a special texture to add to the print”

Source: https://www.3dnatives.com/en/hemp-3d-printer-filament-sustainable-alternative-200920184/

Algae filament “ALGA™ filament is made from nuisance algae, thus helping keep ecology in balance through re-mediation. The remainder of the filament is made from PLA, a non-toxic resin made of lactic acid derived from plant sugars.” Source: https://www.3dprintlife.com/http/www3dprintlifecom/filaments/alga

A filabot machine making a spool of plastic for a 3D printer from discarded plastic.

3D extruded clay

36 Sustainability Lab Group Nr. 07 37 Topic 04 New Technologies 38 Sustainability Lab Group Nr. 07 39 Topic 04 New Technologies

452 Sustainable Design Lab 2019/20 453 implementing sustainability Group 7 NEW TECHNOLOGIES NEW TECHNOLOGIES Bio/alternative plastics Organic products

Milk Plastic 3D printing consists of a filament wound on a spool that then extrudes your 3D model in layers. It reduces Milk contains proteins called caseins. Harnessing these for production of plastic like materials has existed the amount of waste material in the model making process which is a beneficial to us however the most since the beginning of the 20th century but became irrelevant upon the discovery of polymers for plastic widely used 3D printing filament is problematic. ABS (Acrylonitrile Butadiene Styrene) plastics are used by production. There is renewed interest in this older technology. most manufacturers in 3D printing filaments as it is lightweight and easily machinable however it is still petroleum based and therefore very damaging. Furthermore it does not decompose over time. It is a fairly easy to obtain with basic kitchen equipment (see https://www.wikihow.com/Make-”Plastic”- (Another ABS based material are plasti-blok are however easy to cut, carve, CNC, sand, finish and join. They out-of-Milk for a step by step guide) are also very easy to recycle, and if you choose to use coloured plastic, then you don’t need to paint your model, which makes it even easier to recycle.) The process can be refined to make beautiful products like graduate Tessa Silva-Dawson from the Royal College of Art in London demonstrated wit her collection of kitchenware made from milk plastics shown in One option is to invest in recycling ABS plastics to create new filament, like the dutch brand Refilament. the images below. Alternatively, you can make your own with a Filabot device which recycles old plastic pieces and creates a new filament from the raw waste pieces (Filabot photographed below). This is beneficial as it is recycling “The plastic is produced when milk curds are separated from whey with the help of an enzyme, and reusing old material but it also allows the user to save money by manufacturing their own filament. For similar to the cheese-making process. When coated with a plant based bio-resin, the plastic is fully example “A bottle of milk recycled by the Filabot converts into 2.5 meters of 3D filament.” waterproof and UV stable.”

Source: https://www.aniwaa.com/eco-friendly-3d-filament/ Source: https://www.designindaba.com/articles/creative-work/cows-milk-plastic-provides-natural-eco-friendly-alternative

A more desirable filament commonly used is the corn starch-based PLA which is already biodegradable. Due Milk plastic to its non-toxic properties it can also be used to produce items that come into contact with food! The main weakness of PLA is its high sensitivity to moisture and its tendency to break rather than bend which is why it hasn’t quite yet over taken ABS plastics as the main source of filaments.

PLA is however a good base material to be used in a variety of hybrid filaments currently on the market. Mushroom foam Hybrids with coconut, soy, oysters, seaweed etc have been experimented with. Also there are quite a few Mushroom root mycelium is being developed by Ecovative on a manufacturing level as a new foam on the market make from waste bioproducts such as coffee granule waste and beer by-products! packaging material and also how it can be used in composites for a variety of new functions whether that Source: https://io3dprint.com/environmentally-friendly-3d-printer-filaments/ be in packaging, food, or apparel.

Notable 3D printing filament alternatives on the market: Source: https://ecovativedesign.com Hemp filaments “Because of hemps natural abilities it has no need for pesticides, it fertilises the soil it grows in and can grow more densely than other crops. Already these aspects make hemp a good material However it is possible to produce it on a smaller scale as shown by the experimentation of Phillip Ross who to work with as an eco-solution...It is often made without added colour to keep the positive has been interested in it as a construction material as well as its capacity to be used as a material in fine art. impact all the way through and has a special texture to add to the print” “Beneath the surface of the ground, fungi form a wide network of thin, root like fibres called Source: https://www.3dnatives.com/en/hemp-3d-printer-filament-sustainable-alternative-200920184/ mycelium. That part of the fungus isn’t particularly tasty, but Ross discovered that when dried, it can be used to form a super-strong, water-, mould- and fire-resistant building material. The dried Algae filament mycelium can be grown and formed into just about any shape, and it has a remarkable “ALGA™ filament is made from nuisance algae, thus helping keep ecology in balance through consistency that makes it stronger, pound for pound, than concrete.” re-mediation. The remainder of the filament is made from PLA, a non-toxic resin made of lactic acid derived from plant sugars.” Source: https://inhabitat.com/phillip-ross-molds-fast-growing-fungi-into-mushroom-building-bricks-that-are-stronger-than-concrete/ Source: https://www.3dprintlife.com/http/www3dprintlifecom/filaments/alga

A filabot machine making a spool of plastic for a 3D printer from discarded plastic.

Mushroom foam

38 Sustainability Lab Group Nr. 07 39 Topic 04 New Technologies 40 Sustainability Lab Group Nr. 07 41 Topic 04 New Technologies

454 Sustainable Design Lab 2019/20 455 implementing sustainability Group 7 NEW TECHNOLOGIES EXEMPLAR INSTITUTIONS EXEMPLAR INSTITUTIONS Organic products Stanford Univeristy Annual Sustainability Review ETH Zurich

Milk Plastic Transparency (institution led) Transparency and implementation of proactive preventative measures (institution led) Milk contains proteins called caseins. Harnessing these for production of plastic like materials has existed since the beginning of the 20th century but became irrelevant upon the discovery of polymers for plastic Sustainability review published every year as a report and interactive website with easy to understand ETH Zurich is committed to sustainability. The air travel project launched by the Executive Board in early production. There is renewed interest in this older technology. infographics. The focus is on both campus consumption and educational/research output, demand and 2017 seeks to motivate ETH staff to reduce greenhouse gas emissions generated by business trips. supply. Categories of analysis include: It is a fairly easy to obtain with basic kitchen equipment (see https://www.wikihow.com/Make-”Plastic”- - academics out-of-Milk for a step by step guide) - energy supply/demand - water The process can be refined to make beautiful products like graduate Tessa Silva-Dawson from the Royal - waste College of Art in London demonstrated wit her collection of kitchenware made from milk plastics shown in - central office the images below. - food and living - buildings “The plastic is produced when milk curds are separated from whey with the help of an enzyme, - mobility similar to the cheese-making process. When coated with a plant based bio-resin, the plastic is fully waterproof and UV stable.”

Source: https://www.designindaba.com/articles/creative-work/cows-milk-plastic-provides-natural-eco-friendly-alternative

Milk plastic

Mushroom foam Mushroom root mycelium is being developed by Ecovative on a manufacturing level as a new foam packaging material and also how it can be used in composites for a variety of new functions whether that be in packaging, food, or apparel.

Source: https://ecovativedesign.com

However it is possible to produce it on a smaller scale as shown by the experimentation of Phillip Ross who has been interested in it as a construction material as well as its capacity to be used as a material in fine art.

“Beneath the surface of the ground, fungi form a wide network of thin, root like fibres called mycelium. That part of the fungus isn’t particularly tasty, but Ross discovered that when dried, it can be used to form a super-strong, water-, mould- and fire-resistant building material. The dried mycelium can be grown and formed into just about any shape, and it has a remarkable consistency that makes it stronger, pound for pound, than concrete.”

Source: https://inhabitat.com/phillip-ross-molds-fast-growing-fungi-into-mushroom-building-bricks-that-are-stronger-than-concrete/

Mushroom foam

40 Sustainability Lab Group Nr. 07 41 Topic 04 New Technologies 42 Sustainability Lab Group Nr. 07 43 Topic 04 Exemplars

456 Sustainable Design Lab 2019/20 457 implementing sustainability Group 7 EXEMPLAR INSTITUTIONS EXEMPLAR INSTITUTIONS EXEMPLAR INSTITUTIONS EXEMPLAR INSTITUTIONS Stanford Univeristy Annual Sustainability Review ETH Zurich SOAS (School of Oriental and Asian Studies) University of Cambridge

Transparency (institution led) Transparency and implementation of proactive preventative measures (institution led) Food cooperative (student led) Divestment from fossil fuels (student led)

Sustainability review published every year as a report and interactive website with easy to understand ETH Zurich is committed to sustainability. The air travel project launched by the Executive Board in early “A student-run, not-for-profit, sourcing healthy organic, fair trade and eco-friendly food/non-food from University of Cambridge Zero Carbon Society was founded in 2007, relaunched in 2015 inspired by the infographics. The focus is on both campus consumption and educational/research output, demand and 2017 seeks to motivate ETH staff to reduce greenhouse gas emissions generated by business trips. wholesalers….minimizing plastic packaging, pesticides, food miles and exploitation, we supply students/ global movement towards divestment, calling on the University of Cambridge to completely divest from the supply. Categories of analysis include: non-students across central London.” They also have a ‘Plastic Free Wednesday initiative. fossil fuel industry. Consistent protest and pressure applied by the group has made headlines and in 2019 - academics the University agreed to explore divestment plans. - energy supply/demand - water http://zerocarbonsoc.soc.srcf.net - waste - central office - food and living - buildings - mobility

42 Sustainability Lab Group Nr. 07 43 Topic 04 Exemplars 44 Sustainability Lab Group Nr. 07 45 Topic 04 Exemplars

458 Sustainable Design Lab 2019/20 459 implementing sustainability Group 7 EXEMPLAR INSTITUTIONS EXEMPLAR INSTITUTIONS SOAS (School of Oriental and Asian Studies) University of Cambridge

Food cooperative (student led) Divestment from fossil fuels (student led)

“A student-run, not-for-profit, sourcing healthy organic, fair trade and eco-friendly food/non-food from University of Cambridge Zero Carbon Society was founded in 2007, relaunched in 2015 inspired by the wholesalers….minimizing plastic packaging, pesticides, food miles and exploitation, we supply students/ global movement towards divestment, calling on the University of Cambridge to completely divest from the non-students across central London.” They also have a ‘Plastic Free Wednesday initiative. fossil fuel industry. Consistent protest and pressure applied by the group has made headlines and in 2019 the University agreed to explore divestment plans.

http://zerocarbonsoc.soc.srcf.net

implementing a change in using the buildings

44 Sustainability Lab Group Nr. 07 45 Topic 04 Exemplars

460 Sustainable Design Lab 2019/20 461 implementing sustainability Group 7 A STRATEGY TO START THE PROCESS STRATEGY OUTLINE

We have created an outline for how to begin a reckoning in the school community with the impact of our 1. Approach administration (or OSA or both) transport, model making, and consumption. We imagine that exposing the realities of these three items on a. Identify problem, goals, predictions a community level will spur the start of deeper, infrastructural change. b. Accommodate administration suggestions to methodology

2. Conduct survey of student model making and transportation a. Online, with 50 CHF prize for 2 participants to encourage participation.

3. Parse data a. Tabulate and identify patterns

4. Present data first to administration, and second to student body. Data presentation format should be appealing, perhaps a small brochure that is printed and distributed, with an accompanying URL for further information. a. The simple numbers: i. Mean and median models made per student ii. Interesting numbers for entertainment and engagement: i.e least number of models made by a student, most number of models made by students, strangest material etc b. Numbers analyzed in charts i. Normal distribution curve of total model making ii. Pie chart for model materials vs. number of models c. Presentation of external data: i. Recyclability index for typical materials (On standardized, relative scale, consult After collating both the observational and emperical data we have concluded that a major overhaul of the with Puricelli) Topic 05 student culture and attitude to sustainability has the potential to massively improve patterns of consumption ii. CO2 output index for typical materials at the AAM. However we feel that the Accademia has the responsibility to provide the support and d. Charts combining external data with survey: A new infrastructure in order for this to be successfully implemented. Sustainable behaviours require resources i. Charts comparing recyclability indices of total models of each material vs total and an infrastructure upon which the student body can build upon and enhance. recyclability of all models at AAM. ii. Charts comparing CO2 output of total models of each material vs total CO2 output approach for It is important to state that we have explicitly focused our research on the behaviours and patterns within of model making at AAM the student body. It is urgent that a similarly in depth analysis needs to be conducted by the a team that have AMM as open access to the staff at the AAM as we have had to our peers within the student body at the school in 5. Present solutions (in same brochure, events, emails, etc.) order for a fully comprehensive study of sustainability of the AAM however we felt that it was important to a. Publicity is key: culture created by group think, group pressures, an apparent distinguish between the two groups as the factors influencing their actions and relative consumption will be feeling that everyone is behind this. Pressure of sustainability must overcome vastly different given their very different relationships to the school. pressure of the beautiful concrete model to be admired. Culture of making more with less, encourage surprise: “holy shit, that’s made with paper?”

6. Conduct information sessions a. For students, model making workshops with alternative materials b. Most importantly, for professors i. Create sustainability in model making document for visiting atelier professors

7. Conduct survey at end of each semester to analyze effectiveness of approach

46 Sustainability Lab Group Nr. 07 47 Topic 05 A new approach for AAM 48 Sustainability Lab Group Nr. 07 49 Topic 05 A new approach for AAM

462 Sustainable Design Lab 2019/20 463 implementing sustainability Group 7 A STRATEGY TO START THE PROCESS STRATEGY OUTLINE Student Body Survey A suggested survey to be collected from students each semester by AAM to more accurately analyse the We have created an outline for how to begin a reckoning in the school community with the impact of our 1. Approach administration (or OSA or both) behaviours and patterns of consumption within the student body. transport, model making, and consumption. We imagine that exposing the realities of these three items on a. Identify problem, goals, predictions PART 2: Mobility a community level will spur the start of deeper, infrastructural change. b. Accommodate administration suggestions to methodology Select your year: BSC 1 BSC 2 BSC 3 MSC 1 MSC 2 1. a. How did you arrive in Mendrisio at the beginning of the semester? 2. Conduct survey of student model making and transportation a. Online, with 50 CHF prize for 2 participants to encourage participation. State your atelier: b. From where did you travel from?

3. Parse data PART 1: Model making c. What factors most effected your choice of transport in this instance? a. Tabulate and identify patterns Financial cost 1. Roughly how many models (excluding site models) have you made during the semester? Journey time 4. Present data first to administration, and second to student body. Data presentation format should Ease of access be appealing, perhaps a small brochure that is printed and distributed, with an accompanying Carbon footprint URL for further information. 2. Approximately how many of these models are larger than 20x20x20 cm? If other please state__ a. The simple numbers: i. Mean and median models made per student d. How regularly do you travel back to this destination from Mendrisio? ii. Interesting numbers for entertainment and engagement: i.e least number of 3. Of these larger models, roughly how many were primarily made of the following materials: Never models made by a student, most number of models made by students, strangest Plaster: Once a week material etc Concrete: Once a month b. Numbers analyzed in charts Wood: Once a semester i. Normal distribution curve of total model making Paper/card: If other please state__ ii. Pie chart for model materials vs. number of models Synthetic (3D Print, etc): c. Presentation of external data: If other please state__ 2. How regularly were you expected to travel for your studies this semester? i. Recyclability index for typical materials (On standardized, relative scale, consult a. Atelier: Never with Puricelli) Once a week ii. CO2 output index for typical materials 4. a. Of these larger models, how many do you still have? Once a month d. Charts combining external data with survey: Once a semester i. Charts comparing recyclability indices of total models of each material vs total If other please state__ recyclability of all models at AAM. b. If you still have some, how many do you plan to keep after you finish the semester? ii. Charts comparing CO2 output of total models of each material vs total CO2 output Did you feel this was valid? Yes/No of model making at AAM What mode of transport do you usually use for these journeys? 5. Rank the following factors in how you determine which material to use for your model (from 1-5, 5. Present solutions (in same brochure, events, emails, etc.) 5 being the least important): a. Publicity is key: culture created by group think, group pressures, an apparent __ Aesthetics (materiality, scale, context, etc) b. Lectures: Never feeling that everyone is behind this. Pressure of sustainability must overcome __ Cost Once a week pressure of the beautiful concrete model to be admired. Culture of making more __ Sustainability Once a month with less, encourage surprise: “holy shit, that’s made with paper?” __ Size Once a semester __ Weight If other please state__ 6. Conduct information sessions a. For students, model making workshops with alternative materials Did you feel this was valid? Yes/No b. Most importantly, for professors What mode of transport do you usually use for these journeys? i. Create sustainability in model making document for visiting atelier professors 3. How regularly do you travel from Mendrisio outside of your studies? 7. Conduct survey at end of each semester to analyze effectiveness of approach Never Once a week Once a month Once a semester If other please state__

48 Sustainability Lab Group Nr. 07 49 Topic 05 A new approach for AAM 50 Sustainability Lab Group Nr. 07 51 Topic 05 A new approach for AAM

464 Sustainable Design Lab 2019/20 465 implementing sustainability Group 7 Student Body Survey STEPS FOR THE FUTURE A suggested survey to be collected from students each semester by AAM to more accurately analyse the behaviours and patterns of consumption within the student body. This survey and accountability process should only be the beginning. For continued improvement, we must PART 2: Mobility recognize the potential in our agency. 4. When making travel arrangements, what factors most effect your choice of transport? Select your year: BSC 1 BSC 2 BSC 3 MSC 1 MSC 2 1. a. How did you arrive in Mendrisio at the beginning of the semester? Financial cost Agency as individuals Journey time State your atelier: b. From where did you travel from? Ease of access One way to trigger wider system change is to exercise agency as an individual. Over the last year Carbon footprint the effectiveness of extinction rebellion tactics of mobilising individual to bring climate change to PART 1: Model making c. What factors most effected your choice of transport in this instance? If other please state__ the forefront of the general public has proven very successful. The AAM can implement similar Financial cost actions. 1. Roughly how many models (excluding site models) have you made during the semester? Journey time 5. a. Do you have a car in Mendrisio? Yes/No Ease of access Given that flights are usually significantly cheaper and shorter in journey time (factors identified Carbon footprint b. If yes, how regularly do you use it? in our sample survey as very influential in selection of mode of transport) , the university should 2. Approximately how many of these models are larger than 20x20x20 cm? If other please state__ Never invest in systems to support students who commit to adopting plane-free transport alternatives Once a day for their return home at the end of the semester, i.e COOP/Migros vouchers as a reward for taking d. How regularly do you travel back to this destination from Mendrisio? Once a week train home to/from Christmas/summer breaks, or atelier trips. 3. Of these larger models, roughly how many were primarily made of the following materials: Never Once a month Plaster: Once a week Once a semester Agency as a community Concrete: Once a month If other please state__ Wood: Once a semester Influence is best exercised collectively. In order to provide further solutions, problems must Paper/card: If other please state__ c. How many passengers do you usually have? be clearly identified and addressed. Examples of transparency seen in schools like Stanford Synthetic (3D Print, etc): None and ETH demonstrate the capability of institutions to hold themselves and their community to If other please state__ 2. How regularly were you expected to travel for your studies this semester? 1 account for their consumption. Making data accessible and readable is important. AAM should look a. Atelier: Never 2 to follow these schools in their approach to transparency, Once a week 3 4. a. Of these larger models, how many do you still have? Once a month Change requires tangible justification, and continued changes requires accountability. Once a semester 6. a. How far do you live from the Accademia? If other please state__ Agency as an institution for learning b. If you still have some, how many do you plan to keep after you finish the semester? b. How do you usually travel to and from the Accademia? Did you feel this was valid? Yes/No Our long term impact may well be most notable in how we apply what we learn. What mode of transport do you usually use for these journeys? 7. Are you aware of the Half Tax Swiss Rail scheme? And if so are you a part of it? 5. Rank the following factors in how you determine which material to use for your model (from 1-5, Sustainable building courses are needed and in this Mendrisio lags far behind schools of equal 5 being the least important): calibre. More courses related to sustainability and green design should be incorporated into the __ Aesthetics (materiality, scale, context, etc) b. Lectures: Never curriculum and made compulsory, __ Cost Once a week __ Sustainability Once a month Less is more need not be a foregone platitude, it has renewed relevance in terms of environmental __ Size Once a semester impact. __ Weight If other please state__

Did you feel this was valid? Yes/No What mode of transport do you usually use for these journeys?

3. How regularly do you travel from Mendrisio outside of your studies? Never Once a week Once a month Once a semester If other please state__

50 Sustainability Lab Group Nr. 07 51 Topic 05 A new approach for AAM 52 Sustainability Lab Group Nr. 07 53 Topic 05 A new approach for AAM

466 Sustainable Design Lab 2019/20 467 implementing sustainability Group 7 STEPS FOR THE FUTURE

This survey and accountability process should only be the beginning. For continued improvement, we must recognize the potential in our agency. 4. When making travel arrangements, what factors most effect your choice of transport? Financial cost Agency as individuals Journey time Ease of access One way to trigger wider system change is to exercise agency as an individual. Over the last year Carbon footprint the effectiveness of extinction rebellion tactics of mobilising individual to bring climate change to If other please state__ the forefront of the general public has proven very successful. The AAM can implement similar actions. 5. a. Do you have a car in Mendrisio? Yes/No Given that flights are usually significantly cheaper and shorter in journey time (factors identified b. If yes, how regularly do you use it? in our sample survey as very influential in selection of mode of transport) , the university should Never invest in systems to support students who commit to adopting plane-free transport alternatives Once a day for their return home at the end of the semester, i.e COOP/Migros vouchers as a reward for taking Once a week train home to/from Christmas/summer breaks, or atelier trips. Once a month Once a semester Agency as a community If other please state__ Influence is best exercised collectively. In order to provide further solutions, problems must c. How many passengers do you usually have? be clearly identified and addressed. Examples of transparency seen in schools like Stanford None and ETH demonstrate the capability of institutions to hold themselves and their community to 1 account for their consumption. Making data accessible and readable is important. AAM should look 2 to follow these schools in their approach to transparency, 3 Change requires tangible justification, and continued changes requires accountability. 6. a. How far do you live from the Accademia? Agency as an institution for learning b. How do you usually travel to and from the Accademia? Our long term impact may well be most notable in how we apply what we learn. 7. Are you aware of the Half Tax Swiss Rail scheme? And if so are you a part of it? Sustainable building courses are needed and in this Mendrisio lags far behind schools of equal calibre. More courses related to sustainability and green design should be incorporated into the curriculum and made compulsory,

Less is more need not be a foregone platitude, it has renewed relevance in terms of environmental impact.

52 Sustainability Lab Group Nr. 07 53 Topic 05 A new approach for AAM

468 Sustainable Design Lab 2019/20 469 implementing sustainability Group 7 Group 8

Lukasz Ryszard Palczynski Luke Matthew Peppard Svea Susann Petersen riAAM Jan Antoni Przedpelski pro-active change

470 Sustainability Lab 2019/20 471 implementing sustainability / riOSA competition Group 8 Introduction Conceptual Strategy The first task in the semester prompted our research to consider what could provide the Academia with the greatest means for change within the workings of the school. This fiinal task engages us with the oppurtunity to conceptualise these studies into a coherent manifesto sustainable strategy for the school going forward. Therefore we have looked to reevaluate and rethink some of the ideas developed during the semester with the purpose of proposing a sustainable framework for change in the future. For this reason we have kept the structure of the manifesto although have reconsidered its aim toward a more general idea of change in the school.

Along with the reworked Manifesto we have thought to include a resistance scale in order to have an evaluation of the capability of any future change proposed in the school. The idea here is that through a relatively fast research the feasability of the future changes in the school can be evaluated. The proposal as a whole has an ambition to begin establishing such systems of record and evaluation for students in the future so that the work carried out in the semester can have an impact on the school through research and publication.

 Sustainability Lab Group Nr. 8  Introduction

472 Sustainable Design Lab 2019/20 473 implementing sustainability Group 8 Throughout the semester of the sustainability lab students through various methods collect data on the relevant issues of the research. It was not until the third tasks that student really understood the need for accurate data when understanding the problems relating to the sustainable practices within the school. Furthermore in many tasks the work of the students research overlapped significantly where in 01_treat waste as a resource many cases the various groups were collecting the same data. It is our proposal that there should be a digital framework that can act as a way to collect this data in a continual manner as students go through the semester engag- In the 1960 s. R.B. Fuller in his esay from 1969 Operating Manual for Spaceship Earth ing with the tasks. In general the time students have to spend on this research is defined the Earth as a mechanism for sustaining life and a technical miracle. He have also always diluted by the hours needed for the work in atelier and if there were already defined our >>humans<< role, as mechanics that have to take care for the maintenance of an established system for collecting the data this could provide an online platform this mechanism, and pass it to the next generation in the best condition possible. where the entire community within the school could access and gain a deeper Two years later V.Papanek in his book Design for the real world wrote: Designers and knowledge of these issues in the school. planners are co-responsible for almost all products, and that means that they are respon- We do not have a clear concept for this proposal at this stage although we could sible for almost everything that we have done to the environment. In 1989 R.Forsch and imagine that it could initially be made with an existing online platform such as N.Gallopoulos (reaserchers form General Electric) have formulated a concept of indus- google docs with the idea of it being developed into an independent interface on trialized ecology , the main idea of which was to design industrial processes as ecosys- the USI AAM website. The underlying principle is the important element, namely tems, where each waste becomes a resource in the following processes. that a clear framework is established in order to record and publish the work made In order to achieve this approach, we need to change completely the definition of design throughout the semester and perhaps provide a collaborative element for any itself. According to W.Mayers the XX century paradigm of design has treated the object as student to engage in throughout their time at the Academia. an ultimate goal. Whereas from the industrial ecology point of view, there are no such thing as an object, there are only systems. From the XXI century`s design we should expect to take in account global circulation of energy and matter. -says Mayers. As designers we ARE partially RESPONSIBLE for the state of our planet and if some 04_increase awareness CHANGE will happen, it will happen within the help of design.

One could ask: How and why do you want to implement the notion of industrialized The success of any new system at the school relies entirely on the students ecology at AAM and change the paradigm form object to system?” behavior and participation. As long as such systems become an essential part of We want to think of the production of the school in a cyclical way. There is a wonderful the work flow of the student body they can deal with these issues of sustainability capacity to produce in this school and every semester we consume and purchase a productively. wealth of new raw material in order to fuel this production. However it is this production It is important then that new modes of communication should be used to communi- that makes the work at mendrisio stand out in the field of architecture and to curtail that cate the issues within the school. ambition would be a regressive step for the school. This is why our approach is to get It is an important strategic step within the school to highlight to the students and the school to treat it waste as a resource, to invest in places where we can make this staff the impact of their decisions. This would require a more active campaign of possible and ask of the students what they can do with this matter. The riOSA competition awareness within the school, one where it can catch and hold the attention of the at the beginning of teh semester was a beginning of a shift of students (future architects!) busy minds on the campus. mindset on multiple of levels. However the winner played on a concept of marketting and Our proposal is that when major issues become apparent and clear a mode of a change of perception. We should should look for a change in action ! Until we tackle the communication must be used to increase the awareness of the issues regarding sytems that deal with waste in the school students will continually take the path of least the schools environmental impact. For example All of the research carried out in the resistance. In order to implement the industrialized ecology approach we must design last semester regarding the model making in the school really highlights an absence new systems to deal with those problems cause by our production, our position is that of thought for the environment and it should be an approach of the school to make making the coneptual change to thinking of waste a valuable resource in the school can the schools members aware of this. be that first step. Increasing awareness is not solely a negative approach, and where the strategies in the future allow the school to make a productive and positive impact it should be a focus to increase the awareness of such impacts.

02_treat students as a creative resource 05_change our behavior change our environment AAM is a unique ecosystem , that gathers some of the most creative people from all over the world. We would also like to take this extraordinary condition into account while rethinking the systems of production within the school. We would like to encourage students Our behavior within a space is heavily influenced by the composition of that space. to find different ways to use waste as a resource. Currently, we are unable to anticipate The Entire goal of this research was to understand the behavior of the people within all possible approaches, so our goal is to influence change in the school toward an open the Accademia and what we found was that more often than not it is the physical system of production and publication. We would like also to encourage students to use the environment of the school determines the more unsustainable practices of the peo- waste material, to create object-systems. Maybe You need a tea-table, or a shelf for books ple within it. It is our position that there are many required changes in the physical in Your new apartment?” Or maybe, You have too much of free time and you want to make environment of the school before a significant change in behavior can happen. and sell product done from the waste material?” This ambition not only comes from a need to reduce our impact on the environment This proposal can take on many forms, however we take the position that the school but also to make our environment more enjoyable and usable for ourselves. As an should look to provide new roles and facilities within the school to facility the creative example, it is the case that there is no where to make a coffee in the Canavee or a capacity of the students. This open approach can lead to many new opportunities within decent environment to make lunch. To move forward into a long term sustainable the school, and provide students particularly first year students an avenue to explore their environment the focus should be both on looking to change our behavior and to individual ideas about form. In particular the topic of furniture is a part of the school that change our environment toward that end. has little exploration and it is one of many avenues that could be explored. In the 100 years Anniversary of the Bauhaus perhaps it is appropriate to listen to the words of Walter Gropius, Let us... Create a new guild of craftsmen , but perhaps this guild can operate in a new light.

 Introduction  Introduction

474 Sustainable Design Lab 2019/20 475 implementing sustainability Group 8          

    

                                 

                                                 

         

Resistance scale Strategy Conclusion

01_A riSKIP : Throw away no more timber to save money • Material in the Accademia is not used in a con- To give an idea about how feasible we evaluate the proposals to be we presented a cious or economical way map of our strategies related over three categories. Time it would take to implement and material at the top, conceivable difficulty in the middle and cost at the bottom. The idea here 01_B riBin : Introduce a waste collection/seperation system • Disposal Costs for timber waste are very high is that one can evaluate any future proposal for change in the school through these to make use of reusable waste material by bins in criteria. The conceivable difficulty of any proposal we could imagine that it is broken • Wood is a material reuseable in many ways down as shown above where easier changes begin with ideas that require small Atelier or a central drop-off point There is no facility to leave/find reusable material scale behavioral change, for example getting students to sort the waste material 01_C riShelf : Make a material-shelf to redistribute the • at the school consistently and effectively and that the more complex and difficult tasks would reusable material collected. Collected material is be associated with large scale infrastructural changes, for example building a new seperated in an organised order to be reused by There is an oppurtunity to provide new facilities for modelistica independent of the Canvee and with ground floor access. • students production and learning in the school in a sustai- 01_D riOrganise : use money saved from the wood skip to nable manner employ a person (student) to organise the shelf and manage the process of remaking with the waste material. 01_E riMake : Encourage students to use the material to produce usefull objects and models. 01_F riSELL : produce and sell products from reused materials.

 Strategy . manifesto   Waste . skip.skip

476 Sustainable Design Lab 2019/20 477 implementing sustainability Group 8 riSKIP To introduce a new approach to waste treatment in AAM we propose the not so radical "radical" position that AAM should throw away no more timber. For this the timber skip in the parking lot will no longer be needed. When the school skips the skip the money saved by the cost of this expense will be used to fund the reorganisation and management of the schools waste material, and begin a new organisation.

riBIN In order to use this waste material as a creative resource a storage facility is required. The space that the timber skip currently occupies will be used as an off-cut timber store. This material will form the basis of a new creative approach to managing the timber waste in the school and provide a free resource of timber to all students. 2. riSHELF We propose a shelving system that will be the center of a new approach to waste. Like this the students attention to a more sustainable treatment of material should be raised. The shelf can be installed in modelistica to collect material that can be reused. The saved money from the skip will employ a group of students involved with riOSA to present the waste material in a useful way to the student body. The frame is to implementing a more be constructed out of purchased material but all other elements will be made from the waste of the timber skip representing the future goals of this new approach. sustainable model- riORGANISE making culture One main role of this new student group will be to reorganise the waste material collected and delivered by the students working in the Modelistica. The waste timber and material will be reshaped into usefull elements for model making and crafting. It is organised by delivery of waste material and pick up of useful material and will offer ecologically sourced essential products for students to buy, such as glue, cutters, screws, e.t.c.

riMAKE This new shelf and organisational system gives the opportunity for students in the school to act creatively with this new found valuable resource. Along side making models with the waste material students can act to make useful objects for themselves and for the public using the resources of the Modelistica and the skip.skip shelf. It will be a role of the new organisation of students to encourage, educate and facilitate such creative and valuable activity. riSELL The aim of this new organisation will be discover the value in waste material, and by giving students an incentive to engage this can have a lasting affect on our collective attitude toward waste in the school. Therefore one main role of this organisation will be to create, publish and sell creative products made from this new resource. riBEHAVE Perhaps the most important role of this new organisation will be to change the consistent behaviors and attitudes of students and professors in the school. This main role will be an ongoing process of activity where the work will be about marketing and disseminating ideas and practices of a more sustainable and creative process. For example, holding new design competitions, lessons, workshops.

  Waste . skip.skip

478 Sustainable Design Lab 2019/20 479 implementing sustainability Group 8     

        

        Survey          After observing the strategies of the Academia we found a categorization of model making within the school that is defined by two aspects that are closely linked, namely that of the material and process of the model and the type of model given by each atelier. In our discussion we found four aspects where the model making      process could be optimized for a more sustainable approach, these are           as follows.          

01_Instruction      In the school, particularly with regards to large scale site models, it is the atelier that gives the mandate and direction for the specific material and process required. Much of the time there is a disconnect between this mandate and the level of specific direction given by the atelier to the students. Particularly when the ateliers have made this process a number of times in the past there should be a responsibility to refine and optimize these processes in a more sustainable and efficient manner. By giving a clearer instruction in the first weeks and controlling these common works this can save both time, money and energy within the process. Strategy Conclusion 02_Process 02_A Process/Students : Be personally aware of the • Model making is a strength of AAM because of teh This relates to the instruction required by the atelier but is more a focus materials used and their environmental impact. many different types of models and techniques on the students responsibility to use the schools facilities in a more sustainable way. The same way the assistants have a responsibility the 02_B Process/Students : Share Knowledge and Techniques • Different Materials have different impact on the with eachother, potential online platform for such students should be aware of how their work generates waste and how environment but there is little awareness of the the decisions they make when producing a model leads to this high cost knowledge impact of the various processes and materials outcome. 02_C Process/Students : Seperate and reuse employed waste material 02_D Instructions/Assistants : Pass knowledge in a • Joint/combination of materials is a big problem systematic way from previous semesters to optimise because reuse or waste seperation is not possible 03_Typology model process and save significantly on time, money, • There is a lack of clear systematic instruction and material. It is obvious that different materials will produce models with varying given to the students by the staff about waste carbon footprints. A timber model will have a lesser impact than a 02_E Instructions/ Assistants : Give specific instructions to seperation after the model process. polystyrene one, and potentially gives more opportunity to be reused students with the environmental impact considered in some form. This responsibility lies with the professors, we should 02_F Typology/Professors : Rethink model material, as a school be critical about the decisions made by the professors in typology and size considering the environmental choosing the typology of model they work with in the atelier. impact 02_G Commonalities/School : provide more sustainable materials with shop from the school (glue, tape, e.t.c.) 04_Commonalities 02_H Commonalities/School : provide better machines, tools,workshops. Less energy , more precise models, Among all of the different model making processes in the school there are certain elements of the processes that remain the same. For Exam- less waste ple the use of glue, tape and paint, or processes such as use of the 02_I Commonalities/School : provide clearer system of laser cutter, modelistica and sala gesso. These are elements that the waste seperation with a greater focus on reusing schools administration can have a direct impact on by making certain fundamental requirements with the use of specific materials and defining the processes of the schools spaces in a more sustainable way.

  Models . riModello   Models . riModello

480 Sustainable Design Lab 2019/20 481 implementing sustainability / model-making Group 8 Catalogue Our observation lead to a categorizing the different model types in the Accademia and our observation lead to a definition of certain problems and related solutions.

B_Concrete A_Gypsum B1_Timber mold

A1_Cast Problem : Problem : _The mold is usually thrown away _Material used to form the mold, generally polystyrene, is a _Joints of elements, glue ,screws, e.t.c. material with a high embodied energy _Often casts are unpractical and too large using more concrete _Making intricate models results in smaller offcuts and larger collections of unusable waste material Solution : 02_Process_Make mold elements reusable Solution : 04_Commonalities_Make mold joints removable, i.e. screws, 02_Process_Minimize additional material. Calculate then use tape, sustainable glue what you need. 03_Typology_Make smaller casts from concrete, site models 02_Process_Clean mdf molds and supply for reuse. are problematic. 04_Commonalities_Use more sustainable material. 01_Instruction_Give clear instruction for the efficient process of For example not polystyrene (cardboard/ making and casting models in a sustainable natural substitute) practise, for example with hand out pdfs and not 04_Commonalities_Remold off cut polystyrene into new usable only word of mouth instruction. forms with a natural binder. B2_Polystyrene mold A2_Stucco Problem : Problem : _The mold is not recyclable and usually thrown away. _Combination of Materials, i.e. layered stucco onto a volumetric _Polystyrene has a high embodied energy form (polystyrene) not recyclable or reusable. _Polystyrene often shows in the cast after its use which is not a _Often bought in small plastic containers desired effect.

Solution : Solution: 02_Process_Try to minimise additional material used 02_Process_Try to use more sustainable/reusable materials to 04_Commonalities_The school could provide students with construct the mold. larger packages of stucco and distribute as 04_Commonalities_Make used materials available for reuse needed to the students. 01_Instruction_Better documentation on how to make finer 05_Typology_Choose a different model process i.e. cardboard/ casts with more sustainable material, for alternative as volume instead of gypsum example a timber mold.

  Models . riModello   Models . riModello

482 Sustainable Design Lab 2019/20 483 implementing sustainability / model-making Group 8 D_Timber

Problem : _Inefficient use of material. Skip of large amounts of off cut material _Joints of elements

Solution : 02_Process_Minimize used material. Calculate then use what you need. C_Wax 02_Process_Make off cut pieces available for reuse. Cut them in regular forms and store them. C1_Cast Wax 04_Commonalities_Remold off cut timber into new usable forms with a natural binder.

Problem : _Model deforms over time _Polystyrene mold is required with a synthetic separator _Energy require to heat and maintain the wax as liquid. _Complicated mold

Solution : 01_Instruction_Give direction on the specific procedure of the wax process 04_Commonalities_Use old melted candles 02_Process_Use a renewable sheet material in the sala gesso for the protection of the space

C2_Wax on form

Problem : _Volume of models built with polystyrene _Laser cut facades generate unusable waste card E_Cardboard _Volume of model base made entirely of polystyrene and stucco the covered with wax _Dangerous Process of heating the wax and maintaining heat Problem : _Inefficient use of material. Skip of large amounts of off cut material Solution: _Joints of elements, mostly glue 01_Instruction_Give very specific instruction via PDF on how to prepare laser files so _Covering of material with eg. paint, stucco, ... that the models volume can be constructed of card and not layered polystyrene Solution : 02_Source the wax from a sustainable location, i.e. used candle wax 04_Commonalities_use sustainable paint for the colour of the model 01_Instructions_Use more sustainable joint material, eg. sustainable glue, removable tape 01_Instruction_Give clear control and instruction on the safe use of the melting of the wax process 02_Process_Minimize used material. Calculate then use what you need. 03_Process_Use alternative material for the volumetric form of the model 02_Process_Make off cut pieces available for reuse. Cut them in regular forms and store them.

  Models . riModello   Models . riModello

484 Sustainable Design Lab 2019/20 485 implementing sustainability / model-making Group 8 G_Composite

Problem : _Combination of materials. _Inefficient use of unusal material. Skip of large amounts of off cut material _Joints of elements, mostly glue _Covering of material with eg. paint, stucco, ...

Solution : 01_Instructions_Use more sustainable joint material, eg. sustainable glue, removable tape 01_Instructions_Be very selective on when you do a composite model. Encourage models using only one material 02_Process_Minimize used material. Calculate then use what you need 02_Process_Make off cut pieces available for reuse. Cut them in regular forms and store them 03_Typology_Choose a different model process that uses only one type of material i.e. cardboard/ timber F_Polystyrene

Problem : _The material is critical, polystyrene is a material with a high embodied energy _Joints of elements, mostly glue _Covering of material with eg. paint, stucco, ... _Making intricate models results in smaller offcuts and larger collections of unusable waste material

Solution : 02_Process_Minimize additional material. Calculate then use what you need. 03_Typology_Use more sustainable material. For example not polystyrene (cardboard/ natural substitute) and sustainable joints (needles, tape,...) 04_Commonalities_Remold off cut polystyrene into new usable forms with a natural binder.

H_Sala Gesso

Problem : _Material used to prepare the room for good use. Large amounts of plastic sheets are used to cover the floor. For one model of 1 to 1.5 m2 it takes approximately 4 to 5 m2 of plastic

Solution : 02_Process_Use more sustainable material for covering the floor, e.g. large newspaper roll 04_Commonalities_The school should transform the room so it can accommodate for the model making and usage of concrete.

  Models . riModello   Models . riModello

486 Sustainable Design Lab 2019/20 487 implementing sustainability / model-making Group 8     

  

                

                     3.     implementing a      more sustainable consumption culture

Strategy Conclusion

03_A Prohibition of PET bottles from the AAM campus and • PET bottles are easily available everywhere substitue bottled products in Vignetta while replacing • PET bottles do not have a value for the user it is the prodcts in the vending machine only about a single use product, generally these 03_B Encourage refilling water bottles through : providing products are also unhealthy and do not support a more water tanks at better locations throughout the productive environment for the students school, provide refill drinks at vignetta, Give every new Use of PET bottles can be easily avoided there student a n AAM drinking bottle. • are more sustainable materials for bottles 03_C PET print : make use of PET as a material. The Canavee becomes a collection centre for PET • PET is a material that could be reused for models bottles. 3D printers for model making reuse a PET • 210 bottles purchased on the AAM campus per filament for 3D modes day = 2.1kg of PET material.

  Consumption . PET.zet

488 Sustainability Lab 2019/20 489 implementing sustainability / consumption Group 8 PET.zet

• No more PET

• Alternative Products

• Reusable bottle for every new student

• Recycle PET into 3D printing filament

• AAM as a new collection center for PET

Survey • A4 Printing credit for every bottle delivered The focus of our study on consumption at AAM is around the specific use of PET (PolyEthylene Tere- • New 3D printers phthalate) bottles. The use of such plastic bottles in the university is something that we feel can be addressed • ZET your PET! by the administration directly and so our study looks at a basis for a reduction and reuse of PET in the school and in Mendrisio. The Study carried out was a basic survey of the quan- USE USE tity of PET being used in the Accademia. This informa- This information was recorded in one day walking around the campus This information was recorded in one day walking around the campus tion was gathered at the point of sale, the use within the of AAM. The number of PET and reusable bottles were recorded and of AAM. The number of PET and reusable bottles were recorded and school and at the point of disposal. compared. In the study we included any bottle of PET one could see in the compared. In the study we included any bottle of PET one could see in the atelier spaces and around the campus, not including the bottles that were atelier spaces and around the campus, not including the bottles that were in the recycle bins. Comparing these observations one sees a reliance in the recycle bins. Comparing these observations one sees a reliance on PET bottles in the school and that notably almost all reusable bottles on PET bottles in the school and that notably almost all reusable bottles were not left alone, where as the PET seems to be treated as disposable. were not left alone, where as the PET seems to be treated as disposable. We noted that it is not particularly nice to be surrounded by this empty We noted that it is not particularly nice to be surrounded by this empty plastic and in this comparison we could see a real potential for change and plastic and in this comparison we could see a real potential for change and improvement of the environment in the school. improvement of the environment in the school. USE This information was recorded in one day walking around the campus of AAM. The number of PET and reusable bottles were recorded and compared. In the study we included any bottle of PET one could see in the atelier spaces and around the campus, not including the bottles that were in the recycle bins. Comparing Prohibition these observations one sees a reliance on PET bottles 114 in the school and that notably almost all reusable bott- 114 The first step of our solution is to eliminate the use of Campus les were not left alone, where as the PET seems to be Campus PET bottles in the school. This is something that the treated as disposable. We noted that it is not particular- administration of the University can have an influence Turconi ly nice to be surrounded by this empty plastic and in this Turconi over. Alternative products can be found in place of comparison we could see a real potential for change these bottles This Mandate not only looks to improve and improvement of the environment in the school. the environmental impact of the school but also looks to provide a more healthy environment for the students. The school as a position should not sell PET. Canavee Canavee

47 47 Campus Campus

PET.print Turconi Turconi PET is an interesting material, with properties that allow it to be re-molded and recast. It is possible with todays technology to make 3D printing filament made entirely from recycled consumer PET. Our proposal is that the Canavee Canavee Canavee becomes the new receptacle for the used PET bottles of Mendrisio and that the school invests in a system that turns this PET into 3D printing material for the students to make creative use of. In this way we can treat this waste material as a resource for a potential new outlook on model making and production within the school.

  Consumption . PET.zet   Consumption . PET.zet

490 Sustainable Design Lab 2019/20 491 implementing sustainability / consumption Group 8 PET.print

Vignetta 40

Vending Machines 140

Golosi 50

210 4. PET BOTTLES purchased per day at AAM

2.1kg PET PLASTIC implementing a more sustainable mobility culture

PET to 3D filament One company changing PET to 3D filament is "b-pet" (https://bpetfilament. com) based in Valencia. This is one example of a process that has been explored in Fablabs throughout Europe in the last years. The filament itself can then be recycled again after use providing perhaps a circular solution to problem of model waste in the school. This would be a very valuable resource for the school and provide students with a new way of learning skills for the future. While our position is that the school uses no more PET, this center for printing could then even make an impact within the town an become a center to reuse the PET produced in Mendrisio.

  Consumption . PET.zet

492 Sustainable Design Lab 2019/20 493 implementing sustainability / mobility Group 8     

   

                        

    

Strategy Research

04_A Change the structure of the field Trips, so that more • Based on group od 30 AAM students time in the semester is allocated to the trip. This • 26 students with drivers license Survey allows for alternative modes of transport and makes • 16 students own a car Transportation and different kinds of mobility depend on a mulilayered system. the trip more useful for the studentsand teachers The frequency and amount of exploitation does not depend on single users but 04_B Introduce a car sharing service near the Canvee or • 10 students have a car in mendrisio on the group of them. train station so that students have acces to cars when One of the biggest value of the Accademia is its internationality which gives needed instead of relying on them everyday. us to possiblity of exchange with students from around the world. Limitations or changes in policy connected with travels by plane inside the Accademia 04_C Free train travel for the local network for all students in would tehrefore cause more disadvantages than real change in our sustaina- the area. bility approach. 04_D Connecting the train station with the canavee via This is why we focused on the most numerous group from various types of ebikes/scooters to encourage people to use the train transport which is car transportation. Their number directly depends on the individual user and can be measured. Further, it does not only produce CO more. 2 emissions but also emission of the noise and takes up a lot of surface for parking.

To find out more about the usage we prepared a questionaire with several questions investigating car mobility. We gave this sheet out to 30 students in accademia. We wanted to know if they have a drivers license, if they own a car and find out how much they use their car and what they use it for. In a second question block we ask for reason why they did not use pupblic transport. The last question concentrated on the drive home since many students studying at AAM come from far away. These rides have therefore a bigger impact than the short drives around the area.

From the answers we finally draw conclusion which led us to develop some strategies to improve the commuting to and from AAM.

  Mobility . riMobility   Mobility . riMobility

494 Sustainable Design Lab 2019/20 495 implementing sustainability / mobility Group 8

Total 1.Do you have a drivers license?” 30

26 YES

4 NO

Total 2.Do you own a car?” 26

16 YES Question no. 2c 10

10 NO What do you use it for?”

d a i l y c o m u n i t n g t o A A M 4 weekend trips 5 Total 2a. Do you have your car in Mendrisio?” 16 visiting home 3 shopping (groceries) 3 10 YES buy material for school 1 other 2 NO 6

Question no. 2d 10 Total 2b. How many times a week do you use it?” 10 How many km do you drive approximatly per week?”

Avrage 32km Average 2

  Mobility . riMobility   Mobility . riMobility

496 Sustainable Design Lab 2019/20 497 implementing sustainability / mobility Group 8 Question no. 3 10

Why do you use your car instead of public transport?” it saves time 6 5. it is more comfortable 2 practicallity 2 lack of connection between Mendrisio station and AAM 3 costs of public transport 2 implementing a change I like my car other 3 in using the buildings

Question no. 4 10

Could you imagine to use public transport instead of the car if...... it was cheaper 7 ... connections were better 3

Question no. 5 30

When you go home do you ... drive home 4 drive to the train station 2 drive to the airport 4 take public transport 6 fly 14

  Mobility . riMobility

498 Sustainable Design Lab 2019/20 499 implementing sustainability / building use Group 8     

     

                        

    

riEDUCATE Strategy Research Inadequate sustainablity education In the winter semester of academic year 2019/2020, at the Master Course in Architecture at Accademia di Architettura in Mendrisio one can attend on the same amount of courses about architecture in Ticino • riIllumintae 05_A riEdcuate : provide more courses on sustainability after II World War, as about Sustainability. 8736 kWh per year 05_B riEducate : more mandatory consultations with a We think, that in a very deep sense it is a inadequate and wastefull use 7.1% can be saved per year professor of sutainable development for studio of school potential and builiding facilities. To be clear, we do not want 1.7% can be saved in Canavee projects to say, that the knowledge about the history of ticinese architecture is not important, but we want to stress the fact, that school offers the 05_C Lecture series on sustainability riManagement • insufficent amount of possibiliteies to learn about sustainability. 05_D riIlluminate : close the school at weekends and 9.72 kWh per year Compared to different architecture schools around te world, this is one between 00:00 - 06:00 7.9 % can be saved per year of the smallest offers possible. At the KADKK, one can even attend a 1.9 % can be saved in Canavee 05_E riManagement : better management of heating special Master Course in architecture oriented torwards Sustainability. system.For example classroom temperatures can be • Computer screen saver set to 20C instead of 24C Total usage 22 688 kWh Solution 05_F riManagement : Analogue screen saver for the potential savings 1134kWh We propose two simple but efficent solutions. computers • 16 students own a car First is to expand the sustainability orreinted courses offert at the Accademia. This is now a very trending filed of expertise, and there are • 10 students have a car in mendrisio a lot of specialists in this topic. The second soultion are mandatory consulattions with mentioned above specialists, such as we have with the construction engenieers in our Atelier projects.

Pros_Cons

Very simple and practical solution _Pro Uses fully the potential of the school _Pro Sensitize students about sustainablity practics _Pro Wholistic aproach _Pro More courses = more teachers need to travel _Con Requieres user adaption _Con

  Energy . Renergy   Energy . Renergy

500 Sustainable Design Lab 2019/20 501 implementing sustainability / building use Group 8 Total electrical consumption Canavee Data 495.560 kWh per year Data Elevator 1.525 kWh 0.003 % Caffetteria 15.660 kWh Heating 3 % 27.010 kWh Illumination 5 % 122.962 kWh Ventilation 25 % 66.933 kWh 14 %

Illumination

Server Based on the data we received on the shares Illumination 63.072 kWh on energy consumption we noticed that 13 % Based on the data we received on the shares illumination has a big impact. It is accounted on energy consumption we noticed that illumination has a big impact. It is accounted Others for 24% of all Canavees electrical consumption for 24% of all Canavees electrical consumption 140.083 kWh Electronic devices and can therefore be seen as one of the major 28 % and can therefore be seen as one of the major 58.315 kWh wastefull processes at AAM. wastefull processes at AAM. 12 %

Total consumption of illumination 122.962 kWh per year basement 490 kWh gorund floor 0,3 % 14.776 kWh 12,0 % 3rd floor 40.361 kWh 32,8 % Floor consumption

Looking at the consumptions of the different Floor consumption floors we notice that the ground floor with all Consumption Looking at the consumptions of the different the lecture halls which are closed and turned floors we notice that the ground floor with all off at night is only 12% of the total consumption the lecture halls which are closed and turned off at night is only 12% of the total consump- 1st floor tion for illumination whereas the third floor for illumination whereas the third floor 2nd floor 35.886 kWh where all the computers are located and which where all the computers are located and which 31.459 kWh 29,2 % is used 24/7 consumes 32,8% of the energy. 25,6 % is used 24/7 consumesYearly consumes 32,8% of Illumination of the inenergy. Canavee (24% of total) 122.962 kWh riLLUMINATE Consumption Needless Access Weekly consume ( 1 week = 168 h) 2352 kWh Consumption The illumination of Canavee has a share of 24% on the buildings total Yearly consumes of Illumination in Canavee (24% of total) energy consumption. Due to building regulations, userfriendliness and 122.962 kWh pracicality good illumination for our working spaces is necessary. But the efficiency could be imporved. If for example at late night or on the Power by hour ( 1 year = 8760 h) weekend a single person comes to Canavee, he/she enters on groun- /estimation for low level consumption hours (weekends/nights) 14 kW average / 7kW low dfloor, takes the elevator to the third floor to use one of the computers or print a sheet of paper. In this way by one or very few people many Weekly consume ( 1 week = 168 h) 2352 kWh different electrical devices are used and lights in major parts of the buildings will turn on. This is because Canavee is open 24/7h. Compared to other architecture schools it is very unusual, eg.TU Delft is closed on weekends and every day from 22h until 6h. Power by hour ( 1 year = 8760 h) Solution /estimation for low level consumption hours (weekends/nights) 14 kW average / 7kW low

As a very simple solution we propose to close the school for a few hours on the weekends during the night on Fridays, Saturdays and Potential Savings Sundays from 23h until 7h. We think that this will not be a restriction to the students quality and output of work since these are very unpopular Potential Savings hours of working. But over the whole semester these 24h per week can

make a difference on the lights, that will stay turned off as well as all Potential savings if Canavee was the other electrical devices. closed Friday + Saturday + Sunday 23h - 7h = - 24 h / week - 8736 kWh per year Pros_Cons Potential Savings Very simple and practical solution _Pro Eliminates needless use of energy _Pro Potential savings per year No further resources of any kind are used _Pro 8.736 kWh / 122.962 kWh = - 7,1 % saved Wholistic aproach _Pro Potential savings if Canavee was Access hours will be (minimally) reduces _Con closed Friday + Saturday + Sunday 23h - 7h = - 24 h / week - 8736 kWh per year Requieres user adaption _Con of total electrical consuption in Canavee 8.736 kWh / 495.560 kWh = - 1,7 % saved

  Energy . Renergy   Energy . Renergy Potential savings per year 8.736 kWh / 122.962 kWh = - 7,1 % saved

502 Sustainable Design Lab 2019/20 503 implementing sustainability / building use Group 8

of total electrical consuption in Canavee 8.736 kWh / 495.560 kWh = - 1,7 % saved Data

Total electrical consumption Canavee Data 495.560 kWh per year

Elevator Heating 1.525 kWh 0.003 % Caffetteria Total electrical consumption Canavee15.660 kWh Heating Total electrical consumption Canavee3 % 27.010495.560 kWh kWh DEnergyata consumption for heating when we have Illumination 5 %495.560 kWh Data per year 122.962 kWh a thermostat is counted by means of the heat Ventilation per year 25 % loss factor with information on the average tem- Elevator 66.933 kWh 1.525Elevator kWh 14 % perature difference, which the given thermostat 0.0031.525 %kWh Caffetteria must compensate during the year. Average 0.003 % 15.660Caffetteria kWh Heating 315.660 % kWh temperature in winter in Ticino is 4 degress. Heating Heating 27.010 kWh 3 % Illumination Then without heating system we can keep 527.010 % kWh Energy consumption for heating when we have 122.962Illumination kWh 5 % Server temperature inside 10 - 15 degress depends a thermostat Ventilationis counted by means of the heat 63.072 kWh 25122.962 % kWh on efficiency of the biulding insulation. More loss factor with66.933Ventilation information kWh on the average 13 % 25 % temperature 66.933difference, kWh which the given ther- or less our heating system has to compensate mostat must 14compensate % during the year. Average temperature14 % in winter in Ticino is Others 140.083 kWh around 11 degress. What can happen if we 4 degress. Then without heating system we Electronic devices 28 % change temperature which has to be compen- can keep temperature inside 10 - 15 degress 58.315 kWh depends on efficiency of the biulding insula- 12 % sate by 4 degress?” tion. More or less our heating system has to compensate around 11 degress. What can Heating happen if we change temperature which has to Heating be compensate by 4 degress?

Energy consumption for heating when we have Server Energy consumption for heating when we have a thermostat is counted by means of the heat 63.072Server kWh lossa thermostat factor with is countedinformation by meanson the ofaverage the heat 1363.072 % kWh temperatureloss factor with difference, information which on the givenaverage ther - Consumption13 % mostattemperature must compensatedifference, which during the the given year. ther - mostat must compensate during the year. Average temperature in winter in Ticino is Yearly consumes of heating system in Canavee (5% of total) Others Average temperature in winter in Ticino is 27.01 kWh140.083Others kWh 4 degress. Then without heating system we Electronic devices 4 degress. Then without heating system we 140.08328 % kWh can keep temperature inside 10 - 15 degress 58.315Electronic kWh devices can keep temperature inside 10 - 15 degress 28 % depends on efficiency of the biulding insula- 1258.315 % kWh tion.depends More on or efficiency less our heating of the biulding system hasinsula to- 12 % compensatetion. More or around less our 11 heating degress. system What has can to Potential Savings happencompensate if we around change 11 temperature degress. What which can has to behappen compensate if we change by 4 degress?temperature which has to be compensate by 4 degress? Potential savings if we fix temperature on 20 degress instead 24 - 9.72 kWh per year

Potential savings per year ConsumptionConsumption 9.72 kWh / 122.962 kWh = - 36,3 % saved

of total electrical consuption in Canavee riMANAGEMENT Yearly consumes of heating system in Canavee (5% of total) 9.72 kWh / 495.560 kWh = - 1,96 % saved Management Systems Yearly consumes of heating system in Canavee (5% of total) 27.01 kWh

Advanced Management Systems should help us to deal with transparency of energy consumption and try to better optimize it. Instead of help, we have system which Potential Savings is far from real, daily live. On small scale but lecture hall Potential Savings which has 24 Celsius degress inside is not providing Potential Savings efficience atmosphere of learning. Potential savings if we fix temperature on 20 degress instead 24 - 9.72 kWh per year Potential savings if we fix temperature on 20 degress instead 24 - 9.72 kWh per year There is a very effective and advanced solution that is self-sufficient and cheap at the same time - a sweater.

Transparency Potential savings per year 9.72Potential kWh /savings 122.962 per kWh year = - 36,3 % saved Our academy was ranked second to last in the sustaina- 9.72 kWh / 122.962 kWh = - 36,3 % saved bility ranking mostly because of transparency. So what

about this 'Altro' part in chart of electricity consumption?” of total electrical consuption in Canavee How about model workshop where air conditioner and of total electrical9.72 consuption kWh / 495.560 in Canavee kWh = - 1,96 % saved 9.72 kWh / 495.560 kWh = - 1,96 % saved wood dust extraction is working 24hours?”

  Energy . Renergy   Energy . Renergy

504 Sustainable Design Lab 2019/20 505 implementing sustainability / building use Group 8 Data Computers_51_Screen energy use Dell_14_25W HP_37_40W

Idle_13 Off_13 In use_25

Screen time savable_50%

I made an initial survey of use in the computer Proportion of screen energy to total CPU room. This survey was carried out on a typical night for the computer room, midweek and consumption_10% midsemester it can act as a representation of the overall use within the computers. There where COMPUTE three ctegoeries of use for the computers, One Needles Display is idle with screen on, Two is in Use, and Three Total Usage_22,688 KWH is Turned off an unoccupied. From this I could Computers in the AAM are constantly being used during calculate a percentage of screen time that could the semester. This is an essential need for students as be saved as energy by looking at the proportion part of their work. However the use of these machines of used to idle computers. Potential Saving_1,134KWH is not particularly mindful of their energy usage. When students leave the computers for different periods the computers tend to be left with the screens turned on, particularly if the screen is an ongonig render the stu- Analogue Screen Saver dents leave a prolonged video to prevent people from The proposal is a very simple solution of a material of card fixed to the back of the computer screen that has a graphic to ask not to touch the taking over the computer and halting the progress of the computer when the person is awayand. This way the screen can be turned off and the computer left running in the background without consuming render. Leaving the screen switched on when absent unneccesary energy. from the computer is a wasteful prcoess in the school and could easily be altered changed through an anal- goue strategy.

Solution

The Prosposed solution is that a printed card leaf is made for each computer and fixed to the back of the screen. When students need to leave the comptuer they are asked to flip over the leaf and turn off the screen leaving the computer still running. The card has a graphic saying there is a render in place. The school then charges a credit to the students account when there is any video playimg full screen for more than 10 minutes giving studenst an incentive to turn the screen off and flip over the card. Analogue Screen Saver

Pros_Cons The proposal is a very simple solution of a material of card fixed to the back of the computer Simple and easy solution _Pro screen that has a graphic to ask not to touch Can be made from renewable resources _Pro the computer when the person is awayand. Eliminates needless use of energy _Pro This way the screen can be turned off and the computer left running in the background Requires user adoption _Con without consuming unneccesary energy. Saves a small percentage of total energy _Con

  Energy . Renergy   Energy . Renergy

506 Sustainable Design Lab 2019/20 507 implementing sustainability / building use Group 8 Group 9

Hannah Elizabeth Benny Gloria Binato Marta Cassany Cabanas The perks of being Patrik Honegger a role model

508 Sustainability Lab 2019/20 509 implementing sustainability Group 9 TheThe aim aim of this of this research research is to is investigate to investigate and and analyse analyse the theexisting existing wasteful wasteful processes processes and and beha beha- - vioursviours inside inside the theAcademia Academia di Archittettura di Archittettura di Mendrisio, di Mendrisio, in order in order to proposeto propose an anintegrated integrated strategy strategy to becometo become more more conscious conscious and and sustainable sustainable through through bespoke bespoke soluti solutions.ons. TheThe research research understands understands the theschool school not notas asan anend end in itselfin itself building building that that could could have have a better a better sustainablesustainable performance performance but, but, maily, maily, as aas (potential) a (potential) role role model, model, as aas future a future sustainable sustainable institution institution thatthat can can have have a positive a positive impact impact in the in thesociety society and and purposefully purposefully influence influence the thebehaviour behaviour of students, of students, professorsprofessors and and everyone everyone in contact in contact with with it. The it. The school school is also is also understood understood as theas theplace place par par exellence exellence of researchof research and and investigation investigation where where to pose to pose new new questi questionsons about about how how to think to think about about sustainability. sustainability.

In thisIn this research research the thedirect direct impact impact of the of theAccademia Accademia and and the therelation relation to its to immediateits immediate surrounding surrounding is takenis taken in account in account questioning questioning the thelevel level of integrationof integration the thecontext. context. Through Through the theexamination examination of theof the overalloverall performance performance of theof theschool, school, in itsin differentits different areas areas of influence,of influence, the theaim aim is to is thinkto think about about pro pro- - posalsposals to improveto improve with with the thelowest lowest possible possible negative negative impact, impact, conscious conscious that that everything everything we wedo hasdo has a a consequenceconsequence in the in thesociety society and and the theenvironment environment that that we wecannot cannot ignore ignore anymore. anymore.

TheThe work work is divided is divided in four in four chapters chapters where where the themost most wasteful wasteful and and the theless less forward-looking forward-looking beha beha- - vioursviours are are explored. explored. Models Models analises analises the theamount amount of material of material waste waste that that is produced is produced during during the themodel model makingmaking processes processes and and what what happens happens when when their their lifecycle lifecycle is exhausted, is exhausted, with with a focus a focus on onthe theimpact impact of theof thetechnologies technologies and and applications applications adopted adopted by theby theschool. school. Behaviours Behaviours explores explores four four careless, careless, and and extremelyextremely wasteful, wasteful, attitudes attitudes related related to the to themanagement management of the of theheating heating system system and and the thepaper paper waste, waste, the theabuse abuse of plastic of plastic bottles bottles and and car carusage. usage. Mobility Mobility studies studies the theimpacts impacts and and the theconsciousness consciousness of the of the IntroductionIntroduction act actof travelling of travelling in relation in relation with with the theschool school of professors, of professors, students students and and employees employees of the of theAccademia. Accademia. EnergyEnergy focuses focuses on theon thewaste waste of energy of energy of the of theschool school as anas infrastructurean infrastructure through through its ventilationits ventilation and and electricelectric system. system.

EachEach chapter chapter is intruduced is intruduced by anby analysisan analysis and and a categorisation a categorisation of the of theexisting existing behaviour behaviour and and com com- - monmon patterns patterns pursued pursued by professors,by professors, students students and and the theinstitution institution itself. itself. The The introduction introduction consists consists of of a descriptiona description with with visual visual evidence evidence of theof theactual actual situation situation scientifically scientifically supported supported by datasby datas obtained obtained throughthrough ad hocad hoc surveys surveys or previouslyor previously collected collected by monitorationsby monitorations of the of theAccademia. Accademia. An Aninvestigation investigation of theof thestatus status of researchof research follows follows this this first first figure figure to understandto understand how how similar similar institutions institutions are are facing facing andand answering answering the theproblem. problem. Integrative Integrative and and realistic realistic strategies strategies to improveto improve the theimpacts impacts of theof thebeha beha- - vioursviours explored explored are are then then proposed. proposed. The The strategies strategies relate relate to theto theprinciples principles of reducing,of reducing, reusing reusing and and recyclying,recyclying, remaining remaining conscious conscious that that a radical a radical and and public public change change of behaviourof behaviour is theis theonly only way way to to changechange and and influence influence present present and and future future minds. minds. The The effectiveness effectiveness of theof theproposal proposal and and its possibleits possible implementationimplementation is discusses is discusses as aas conclusion. a conclusion.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   IntroductionIntroduction

510 Sustainable Design Lab 2019/20 511 implementing sustainability Group 9 MODEL MAKING TECHNOLOGIES AND APPLICATIONS AT AAM

Model making is an integral part of the study process here at the academy. The Ate- liers make it mandatory to produce models and sometimes also in specific materials like concrete, gypsum or wood. Most of the waste generated at school are remnants of this process. Some models are extremely large, expensive and consume a lot of material, for example the site models produced at the beginning of a semester. These models are sometimes made in more than one material which makes them difficult to separate.

2. In order to precisely understand the model making culture, below mentioned is a list of all the Bsc3/Msc1 ateliers from Spring semester 2018-2019, elaborating their model requirements, scale of models, material of construction and their lifespan. implementing a more sustainable model- making culture Topic 01 Models

 Sustainability Lab Group Nr.9  Models

512 Sustainability Lab 2019/20 513 implementing sustainability / model-making Group 9 SPSP 2019 2019 BSC3 BSC3 MSC1 MSC1 SPSP 2019 2019 BSC3 BSC3 MSC1 MSC1

ATELIERATELIER SITESITE MODEL MODEL STUDYSTUDY MODELS MODELSINTERMEDIATEINTERMEDIATE FINAL FINAL CRITIC CRITIC ATELIERATELIER SITESITE MODEL MODEL STUDYSTUDY MODELS MODELSINTERMEDIATEINTERMEDIATE FINAL FINAL CRITIC CRITIC CRITICCRITIC MODEL MODEL MODELMODEL CRITICCRITIC MODEL MODEL MODELMODEL

ARNABOLDIARNABOLDI cardboardcardboard (a lot)(a lot)/ / cardboardcardboard / styro / styro- cardboard- cardboard / styro / styro- - OLGIATIOLGIATI - - - - MDFMDF + plaster + plaster + + styrofoamstyrofoam foamfoam foamfoam / MDF / MDF whitewhite water-ba water-ba- - (not(not required, required, reu reu- - sedsed paint paint (manda (manda- - se ofse site of site model) model) tory)tory) scalescale - - - - 1:20-1:501:20-1:50 scalescale 1:10001:1000 1:200-1:5001:200-1:500 1:5001:500 life-spanlife-span - - - - 1/2 1/2year year life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months

SERGISONSERGISON woodwood / laser-cut / laser-cut plaster plaster / wood / wood / / plasterplaster / paper / paper BOESCHBOESCH laser-cutlaser-cut cardbo cardbo- - laser-cutlaser-cut cardbo cardbo- -laser-cutlaser-cut cardbo cardbo- - cardboardcardboard cardboardcardboard / styro / styro- +- MDF+ MDF (photo (photo ardard / MDF / MDF ardard / paper / paper / wood / woodardard / paper / paper / wood / wood foamfoam (volume (volume model)model) scalescale 1:5001:500 1:200-1:5001:200-1:500 1:20-1:5001:20-1:500 studies)studies) life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months scalescale 0,7361111110,736111111 1:100-1:5001:100-1:500 1:20-1:5001:20-1:500 life-spanlife-span 5 years5 years 1 semester1 semester 5 years5 years

COLLOMBCOLLOMB woodwood + laser-cut + laser-cut woodwood / paper / paper / / woodwood / paper / paper / / cardboardcardboard cardboardcardboard cardboardcardboard TROPEANOTROPEANO laser-cutlaser-cut cardbo cardbo- - laser-cutlaser-cut cardbo cardbo- -laser-cutlaser-cut cardbo cardbo- - scalescale 1:500-1:10001:500-1:1000 1:20-1:5001:20-1:500 1:20-1:1001:20-1:100 ardard ardard / paper / paper ardard / paper / paper life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months scalescale 0,3888888890,388888889 1:100-1:2001:100-1:200 1:50-1:1001:50-1:100 life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months

AIRESAIRES MATEUS MATEUS concrete concrete / styro / styro- - concreteconcrete / styro / styro- - concreteconcrete / styro / styro- - foamfoam foamfoam / MDF / MDF + + foamfoam / MDF / MDF + + VALEROVALERO paperpaper / cardboard / cardboard paperpaper paperpaper / cardboard / cardboard plasterplaster + concrete + concreteplasterplaster + concrete + concrete scalescale 0,7361111110,736111111 0,3888888890,388888889 0,1111111110,111111111 scalescale 0,1111111110,111111111 0,1111111110,111111111 1:331:33 and and 1:100 1:100 (2 (2 life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months models)models) life-spanlife-span 1 semester1 semester 1/2 1/2semester semester 1/2 1/2years years

MILLERMILLER concreteconcrete / styrofo / styrofo- - foamfoam / laser-cut / laser-cut woodwood / concrete / concrete / / am am/ cardboard / cardboard / / cardboardcardboard / wood / wood paper paper / cardboard / cardboard waxwax (mandatory) (mandatory) scalescale 0,1805555560,180555556 1:200-1:5001:200-1:500 1:20-1:5001:20-1:500 life-spanlife-span 2 semesters2 semesters 1 semester1 semester 1/2 1/2years years

NUNESNUNES GOMES GOMESstyrofoamstyrofoam + gyp + gyp- - styrofoamstyrofoam + gyp + gyp- -styrofoamstyrofoam + + sumsum sumsum + cement + cement gypsumgypsum + cement + cement / concrete/ concrete scalescale 1:2000-1:50001:2000-1:5000 1:2000-1:50001:2000-1:5000 1:200-5:0001:200-5:000 life-spanlife-span 1 semester1 semester 1/2 1/2semester semester fewfew months months

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   ModelsModels

514 Sustainable Design Lab 2019/20 515 implementing sustainability / model-making Group 9 In order:In order:

AtelierAtelier Arnaboldi Arnaboldi (cardboard(cardboard + paper + paper model) model)

AtelierAtelier Boesch Boesch (cardboard(cardboard + paper + paper model) model)

AtelierAtelier Colomb Colomb (cardboard(cardboard + wood) + wood)

AtelierAtelier Grafton Grafton (Cardboard(Cardboard model) model)

AtelierAtelier Aires Aires Mateus Mateus (Concrete(Concrete model) model)

AtelierAtelier Miller Miller (Concrete(Concrete / Styrofoam / Styrofoam / cardboard) / cardboard)

AtelierAtelier Nunes Nunes & Gomes& Gomes (Laser-cut(Laser-cut cardboard) cardboard)

AtelierAtelier Olgiati Olgiati (Mdf(Mdf + plaster + plaster + water-base + water-base paint) paint)

AtelierAtelier Sergison Sergison (Wood(Wood + laser-cut + laser-cut cardboard) cardboard)

AtelierAtelier Sergison Sergison (Laser-cut(Laser-cut coardboard) coardboard)

AtelierAtelier Tropeano Tropeano (laser-cut(laser-cut cardboard) cardboard)

10 10 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 11 11 ModelsModels

516 Sustainable Design Lab 2019/20 517 implementing sustainability / model-making Group 9 1 1 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 1 1 ModelsModels

518 Sustainable Design Lab 2019/20 519 implementing sustainability / model-making Group 9 STRATEGIESSTRATEGIES FRO FROMM PARTICIPATE.PARTICIPATE. OTHEROTHER INSTITUTI INSTITUTIONSONS BEBE MINDFUL MINDFUL

TheThe perpetual perpetual plastic plastic project project is an is aninteractive interactive plastic plastic recycling recycling installation installation where where plastic plastic waste waste is is In aIn time a time where where realistic realistic digital digital representation representation is an is evolan evolvedved and and easily easily accessible accessible means, means, physical physical recycledrecycled on onthe thespot spot into into new new products products by 3D-by 3D- printers. printers. Plastic Plastic is a is commodity a commodity that that is being is being widely widely modelsmodels remain remain a precious a precious tool tool to convey to convey ideas ideas and and understand understand the thespace space both both during during the thedesign design used.used. Recyclable Recyclable plastic plastic can can be fedbe fedinto into 3D 3Dprinting printing machined machined to produce to produce models. models. The The perpetual perpetual pla -pla- processprocess and and the thefinal final presentation presentation that that cannot cannot be replaced.be replaced. Whi While choosingle choosing to follow to follow an approachan approach sticstic project project has has developed developed a 4 astep 4 step process process with with simple simple machines machines that that can can convert convert plastic plastic to objects to objects thatthat is instilled is instilled in the in theAccademia, Accademia, keeping keeping dealing dealing with with reali reality andty and verifying verifying our our thoughts thoughts through through of yourof your choice choice in an in interactivean interactive manner. manner. The The process process include, include, Cleaning Cleaning and and drying drying the thewaste waste plastic, plastic, physicalphysical space, space, we wethink think we wecan can still still be forward-lookibe forward-looking throughng through our our careful careful and and conscious conscious choi choi- - ShreddingShredding the theplastic plastic into into small small pieces, pieces, Extruding Extruding the theplastic plastic into into 3d 3dprinter printer filament filament and and finally finally 3D 3D ces.ces. printingprinting of aof new a new product product based based on ona 3D a 3Dmodel. model. This This team team has has developed developed a mobile a mobile recycling recycling unit unit whichwhich can can be easilybe easily moved moved around around and and as aas team a team they they are are trying trying to create to create awareness awareness among among people people aboutabout innovative innovative ways ways to reuse to reuse plastic plastic waste. waste. MATERIALS.MATERIALS. TheThe Protocycler Protocycler is a is plastic a plastic recycling recycling machine machine that that reuses reuses plastic plastic into into digestible digestible pieces pieces and and melts melts it down,it down, extrudes extrudes it and it and winds winds it onto it onto a spool. a spool. A computer-A computer- controlled controlled diameter-feedback diameter-feedback system system ONENESSONENESS makesmakes sure sure that that the thewidth width of theof thefilament filament produced produced is accurate.is accurate. This This machine machine was was developed developed by by DennonDennon Oosterman, Oosterman, Alex Alex Kay Kay and and David David Joyce Joyce in 2013. in 2013. The The use use of plastic of plastic especially especially in a in university a university ThereThere are are different different materials materials available available for formodel model making. making. With With each each passing passing day day new new materials materials is veryis very high high and and to reuseto reuse it for it formodel model making making purposes purposes with with the thehelp help of simpleof simple machines machines can can help help andand technologies technologies are are also also being being discovered. discovered. Being Being aware aware of these of these materials materials and and their their effects effects on theon the generategenerate less less waste waste and and reduces reduces the therecycling recycling costs costs if gi ifven given outside. outside. environmentenvironment is important. is important. Among Among all theall thematerials materials that that are are generally generally used used for formodel model making, making, mostly mostly all ofall themof them can can be beeither either reused reused or recycledor recycled easily easily other other than than concrete concrete and and gypsum. gypsum. Concrete Concrete and and GypsumGypsum models models can can be difficultvbe difficultv to dismantle. to dismantle. From From the theinitial initial stages stages of its of making,its making, large large amounts amounts of of polystyrenepolystyrene and and glue glue is generally is generally used used for creatingfor creating the theform-work form-work which which when when removed removed is completely is completely destroyeddestroyed and and cannot cannot be beused used again. again. On Onthe theother other hand, hand, if wood if wood is used is used for forthe theform-work, form-work, these these piecespieces can can be reused.be reused. It will It willbe morebe more sustainable sustainable if students if students make make concrete concrete models models with with the theintention intention of retainingof retaining them them for forexhibitions exhibitions or foror forother other personal personal requi requirements.rements.

On Ona generic a generic level, level, it is it better is better for forstudents students to maketo make models models in onein one material. material. This This will willmake make sure sure that,that, the theprocess process of dismantling of dismantling can can be donebe done easily. easily. In the In theinitial initial stages, stages, before before any any model model is made, is made, eacheach student student should should carefully carefully decide decide the thesize/scale size/scale of the of themodel model to make to make sure sure that that it is it not is notunneces unneces- - sarilysarily too toolarge, large, make make precise precise drawings drawings to estimateto estimate precisely precisely the theamount amount of materialof material to beto bebought. bought. OneOne can can also also be mindfulbe mindful if the if themodel model has has to be to abe full a fullsoli solid ord hollowor hollow on theon theinside. inside.

source-source- www.perpetualplasticproject.com, www.perpetualplasticproject.com, www.popsci.com www.popsci.com

1 1 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 1 1 ModelsModels

520 Sustainable Design Lab 2019/20 521 implementing sustainability / model-making Group 9 ASSEMBLING.ASSEMBLING. CONCLUSIONS.CONCLUSIONS. THETHE JOY JOY OF OF STACKING STACKING THINGS THINGS ISIS IT IT NECESSARY? NECESSARY?

EveryEvery student student should should aim aim or tryor tryto maketo make models models where where its materialsits materials can can be bereused. reused. To Toachieve achieve WeWe propose propose a more a more open open discussion discussion on usingon using more more sustainable sustainable materials materials and and reducing reducing to the to themi- mi- this,this, the thevarious various parts parts should should be assembledbe assembled not notonly only to get to geta stable a stable final final object object but butalso also one one in which in which nimumnimum the theamount amount and and the thesize size of models. of models. We We understand understand there there should should be abe conversation a conversation between between the theparts parts can can be beeasily easily dismantled dismantled and and reused. reused. For For example, example, when when making making a site a site contour contour model model the theschool school and and the thestudents students in each in each atelier atelier about about what what the themodel model is for is forand and how how it would it would be thebe thebest best usingusing polystyrene, polystyrene, the thedifferent different levels levels can can be putbe puttogether together using using pins pins instead instead of being of being glued glued together. together. sustainablesustainable technique technique to make to make it. it. ThisThis will willmake make sure sure that that the thevarious various layers layers of polystyreneof polystyrene can can be bereused. reused. Similarly, Similarly, for forpaper paper and and TheThe models models should should be befocused focused on onenhancing enhancing the theunderstanding understanding of theof theproject project and and not notjust just as aas a cardboard,cardboard, instead instead of gluingof gluing the thepieces pieces together, together, they they can can be beassembled assembled using using simple simple joints. joints. As As meremere representation representation where where every every student student is asked is asked to represent to represent the themodel model in a in particular a particular material material and and mentionedmentioned earlier, earlier, using using a single a single material material for modelsfor models can can also also make make sure sure that that the theprocess process of assem of assem- - scalescale regardless regardless of their of their individual individual projects. projects. blingbling and and dismantling dismantling is easier is easier and and more more efficient. efficient.

REUSE/RECYCLE.REUSE/RECYCLE. DISMANTLINGDISMANTLING WORKSHOP WORKSHOP

At theAt the beginning beginning of every of every semester semester a collective a collective workshop workshop could could be be organized organized in order in order to go to go throughthrough the themodels models of the of theprevious previous semester semester to choose to choose what what needs needs to be to kept.be kept. In this In this workshop workshop the the non-needednon-needed models models could could be bedismantled dismantled dividing dividing the thematerials. materials. Those Those reusable reusable materials materials can can be be keptkept in the in theshelving shelving system system proposed proposed by RiOsa.by RiOsa.

NEWNEW TECHNOLOGIES. TECHNOLOGIES. OPTIMIZEOPTIMIZE

SoftwareSoftware technologies technologies could could be beused used to optimiseto optimise the theprocess process of modelof model making. making. Programs Programs as aas a plug-inplug-in for forGrasshopper Grasshopper help help the theplanning planning of theof theexact exact measurements measurements of theof thepieces pieces needed, needed, redu redu- - cingcing the theamount amount of materialof material and and time time spend spend in thein themaking making of theof themodel. model. 3-D 3-D models models can can be beused used as aas parallel a parallel tool tool to reduce to reduce the theamount amount of test of test models models and and to get to geta close a close image image on howon how the thephysical physical modelmodel can can look. look.

1 1 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 1 1 ModelsModels

522 Sustainable Design Lab 2019/20 523 implementing sustainability / model-making Group 9 BEHAVIOUR AND PATTERNS OF CONSUMPTION AT AAM

In a public university with more than 500 students the consumption of energy, food, water and plastic can be extremely high and unregulated. Through the course of this research we try to understand the existing patterns of usage and analysing the wasteful practices in the university. The heating system, usage of paper, plastic and energy need to be highly regulated. In order to better understand easily adoptable practices, we also take lessons from other schools in the country.

We also look very briefly at the mobility patterns of students. In terms of food consumption, the 3. students need to be encouraged to either eat products from local producers and reduce meat intake since the amount of energy consumed to produce meat is extremely high. The studies from other universities in Switzerland show that, inorder to sell a particular product at the university, the manu- facturer will have to follow guidelines which make sure that the carbon footprint is maintained at a implementing a minimum. more sustainable consumption cultureTopic 0 Behaviour

1 Sustainability Lab Group Nr.9 1 Behaviour

524 Sustainability Lab 2019/20 525 implementing sustainability / consumption Group 9 HEATINGHEATING SYSTEM SYSTEM PLASTICPLASTIC BOTTLES BOTTLES

PROBLEMPROBLEM PROBLEMPROBLEM TheThe centralised centralised heating heating system system provides provides heat heat to theto thewhole whole building building during during day day and and night, night, appa appa- - EvenEven if a ifrefilling a refilling machine machine bottle bottle is already is already installed installed int theint the3rt 3rtfloor floor we wethink think this this gesture gesture is not is not rentlyrently without without making making differences differences between between the thedifferent different floors floors and and areas. areas. One One example example could could be be enough.enough. Having Having a bending a bending machine machine in thein theentrance entrance of theof theschool school where where it's it'scheap cheap to buyto buy plastic plastic the thesituation situation on theon thesecond second floor floor of Canaveof Canave - which - which already already receives receives heat heat from from the thefloor floor below below and and bottlesbottles it's it'snot nothelping helping the theproblem. problem. Students Students are are not notconscious conscious enough enough of the of theproblem problem and and just just a few a few underunder - where - where the thewindows windows are are open open by theby thestudents students because because the theenvironment environment is always is always too toohot. hot. majoritiesmajorities bring bring their their refilling refilling water water bottles bottles made made out outof gl ofass glass or aluminium.or aluminium. OpeningOpening the thewindows windows of wasteful of wasteful behaviour, behaviour, shows shows a lack a lack of interest of interest in wanting in wanting to solve to solve or addressor address thisthis problem. problem. PROPOSALPROPOSAL To Tocounteract counteract the theproblem, problem, we wepropose propose to banishto banish plastic plastic bottles bottles from from the thecampus. campus. The The school school PROPOSALPROPOSAL shouldshould enter enter a conversation a conversation with with Vignetta Vignetta and and the thebending bending machine machine company company to enforce to enforce the theban. ban. A A TheThe problem problem of overheating of overheating can can be solvedbe solved quite quite easily easily by theby theresponsible responsible instances instances in Accademia in Accademia lessless radical radical solution solution could could be tobe enlarge to enlarge the thecosts costs on plastion plastic bottlesc bottles on theon thecampus. campus. (Logistica).(Logistica). In general In general students students must must become become more more sensitive sensitive on thison this topic. topic. Instead Instead of working of working against against the theheating heating system system (opening (opening the thewindows windows to reduceto reduce the thetemperature), temperature), students students could could help help calibra calibra- - tingting a more a more comfortable comfortable room room climate. climate. For For that that it is it important is important that that there there is a is communication a communication between between CARCAR LAZINESS LAZINESS responsibleresponsible instances instances and and students. students. Without Without remark remark no change.no change.

PROBLEMPROBLEM PAPERPAPER WASTE WASTE ThereThere is ais tendency a tendency by peopleby people living living in Mendrisioin Mendrisio to alwaysto always take take the thecar, car, even even for forthe theshortest shortest ridesrides - home - home to university to university - and - and not notconsider consider biking biking or justor just walking. walking. Living Living in such in such a small a small town town with with not notso muchso much traffic traffic and and where where everything everything is reachable is reachable in walking in walking distance, distance, we weconsider consider this this to beto abe a PROBLEMPROBLEM wastefulwasteful situation. situation. EnormousEnormous waste waste on paperon paper and and energy energy is produced is produced during during the thetest test plots plots students students do fordo fortheir their ate -ateliersliers and and courses courses works. works. There There is a is lack a lack of knowledgeof knowledge about about how how this this printer printer work work and and each each plotter plotter PROPOSALPROPOSAL havehave different different configurations configurations in terms in terms of colour of colour and and resolution resolution of the of the print. print. This This situation situation makes makes StudentsStudents living living in Mendrisio in Mendrisio are are going going to University to University by carby car that,that, in general, in general, students students would would print print repeatedly repeatedly the thesame same document document in difference in difference plotters plotters or usingor using AccademiaAccademia should should reduce reduce the theparking parking lots lots for students.for students. There There should should remain remain for twofor two lots lots to unload to unload differentdifferent configurations configurations without without taking taking in consideration in consideration the theamount amount of materialof material and and energy energy they they are are materialmaterial and and for shortfor short visits. visits. The The remaining remaining parking parking lots lots should should be allocatedbe allocated permanently permanently to students to students wasting.wasting. This This problem problem can can be bedirectly directly seen seen in the in thelarge large tanks tanks of paperof paper full fullof failedof failed trials trials that that accu accu- - whowho are are dependent dependent on iton because it because of their of their place place of residence. of residence. mulatemulate next next to the to theplotters, plotters, especially especially in presentation in presentation days. days. As Assome some professors professors will willask ask for forworks works to to be handedbe handed in/presented in/presented digitally, digitally, this this are are not notthe themajority majority and and generally generally a huge a huge amount amount of prints of prints are are asked,asked, also also for fortable table critics critics / revisions. / revisions.

PROPOSALPROPOSAL To Toachieve achieve a progress a progress in this in this field, field, we wepropose propose that that every every student student should should calibrate calibrate his hisprinter printer set -set- tingstings in the in thebeginning beginning of the of thesemester. semester. In case In case of unexpected of unexpected new new situations situations students students don't don't have have to to printprint the thewhole whole plan. plan. Printing Printing small small parts parts of aof plan a plan with with the therelevant relevant area area of interestof interest can can reduce reduce the the paperpaper waste waste enormously. enormously. On Onthe theprinter printer account account of eachof each student student one one can can find find a small a small information information of howof how many many % of% aof tree a tree one one already already used used for forpaper. paper. To Toincrease increase the theawareness awareness of paperof paper use use one one couldcould inform inform students students on aon screen a screen about about the thetotal total paper paper consumption consumption of the of theschool. school.

0 0 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 1 1 BehaviourBehaviour

526 Sustainable Design Lab 2019/20 527 implementing sustainability / consumption Group 9 TopTop - Heating - Heating system system Center,Center, Bottom Bottom - Paper - Paper usage usage

Top,Top, Center Center - Plastic - Plastic usage usage Bottom Bottom - Paid - Paid parking parking space space

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   BehaviourBehaviour

528 Sustainable Design Lab 2019/20 529 implementing sustainability / consumption Group 9 STRATEGIESSTRATEGIES FROM FROM EPFL.EPFL. LAUSANNE LAUSANNE OTHEROTHER INSTITUTIONS INSTITUTIONS TheThe university university is aiming is aiming for fora carbon a carbon neutral neutral campus campus by 2020by 2020 and and have have very very specific specific projects projects that that areare one one of its of kindits kind within within the thecampus. campus. Complete Complete renovation renovation of the of theheating heating plant plant for for100% 100% renewable renewable energyenergy in 2021, in 2021, Largest Largest urban urban solar solar park park in Switzerland, in Switzerland, Deployment Deployment of washable of washable dishes dishes throughout throughout ETH.ETH. ZURICH ZURICH the thecampus campus etc. etc. Besides Besides this, this, the theuniversity university also also focuses focuses specifically specifically on theon thefollowing following themes, themes, Food- Food- TheThe emergence emergence of vegetarianof vegetarian and and vegan vegan diets diets as aswell well as aszero zero waste waste eating, eating, Mobility- Mobility- A commu A commu- - SustainabilitySustainability has has a long a long tradition tradition at ETHat ETH Zurich. Zurich. The The university university is committed is committed to sustainabilityto sustainability in in tingting mobility mobility plan plan since since 2015 2015 and and a Business a Business mobility mobility plan plan in Preparationin Preparation for for2019, 2019, Energy- Energy- 100% 100% its coreits core areas areas of research, of research, teaching, teaching, campus campus and and dialog dialog with wi society.th society. renewablerenewable energy energy for forheating, heating, cooling cooling and and electricity electricity in 2021,in 2021, Biodiversity- Biodiversity- Ever Ever more more bio biodiverse, diverse, aestheticaesthetic and and user-friendly user-friendly outdoor outdoor landscaping, landscaping, Waste- Waste- A recycling A recycling rate rate of 71% of 71% and and the thedeployment deployment TheThe university university has has also also formulated formulated an Agendaan Agenda for for2030, 2030, which which covers covers varied varied sustainability sustainability goals goals of aof new a new waste-collection waste-collection system, system, Purchasing- Purchasing- The The integration integration of demandingof demanding sustainability sustainability criteria criteria includingincluding Responsible Responsible consumption consumption and and Production Production (Goal (Goal 12). 12). To Tomake make significant significant contributions contributions to to in callsin calls for fortenders. tenders. thisthis goal, goal, ETH ETH has has launched launched several several programs programs such such as "outas "out of theof thebox" box" dealing dealing with with questions questions of of sustainablesustainable food food production production and and consumption consumption patterns, patterns, "Inter- "Inter- and and Transdisciplinary" Transdisciplinary" investigating investigating IntroductionIntroduction of Marketsof Markets where where local local products products are are sold sold also also make make fresh fresh produce produce available available to theto the possiblepossible guidelines guidelines for forsustainable sustainable consumption consumption of gold,of gold, copper copper and and lithium. lithium. They They also also conduct conduct an an students.students. The The Vegetarian Vegetarian and and vegan vegan offer offer is beingis being developed developed in restaurantsin restaurants with with dedicated dedicated picto picto- - eventevent series series "Pioneers "Pioneers in Sustainability" in Sustainability" providing providing inspiration inspiration for forsustainable sustainable consumption consumption and and pro pro- - gramsgrams for forboth both offers. offers. Most Most importantly, importantly, making making students students aware aware through through research research the theimpact impact of food of food duction.duction. globalglobal climate climate has has been been an importantan important step step for forthe theuniversity. university.

As Asthe theproduction production and and consumption consumption of foodof food is anis anessential essential contributor contributor to theto theglobal global carbon carbon fo- fo- In termsIn terms of mobility,of mobility, the theUniversity University claims claims to haveto have more more bikes bikes than than cars, cars, owing owing to theirto their mobility mobility otprint,otprint, it also it also plays plays an animportant important role role in ETHin ETH Zurich's Zurich's sustainability sustainability approach. approach. In closeIn close exchange exchange plan.plan. Initiatives Initiatives such such as theas thebike bike centre centre a point a point of sales of sales for newfor new and and second-hand second-hand bikes, bikes, cycling cycling gear gear withwith the thecatering catering companies companies on campuson campus ETH ETH Zurich Zurich is developing is developing solutions solutions for forsustainable sustainable catering catering at reducedat reduced cost, cost, as wellas well as repairsas repairs at cost at cost price, price, Publibike Publibike Seven Seven stations stations are are available available on campuson campus whichwhich are are backed backed by itsby ownits own education education and and research research activities. activities. The The sustainable sustainable catering catering guidelines guidelines andand the thestudents students are are entitled entitled to ato free a free annual annual subscription subscription have have helped helped the theidea idea of cyclingof cycling reach reach at ETHat ETH explains explains several several pointers pointers towards towards sustainable sustainable eating. eating. "Vegan, "Vegan, Vegetarian, Vegetarian, Seasonal, Seasonal, Regio Regio- - everyevery student. student. nal,nal, Bio-certification, Bio-certification, Fair-trade Fair-trade certification, certification, Tap Tap water water instead instead of mineral of mineral water, water, Reusable Reusable tablewa tablewa- - re, Wastere, Waste production, production, Labelling, Labelling, Social Social commitment commitment of suppliers". of suppliers". Each Each supplier supplier has has to satisfy to satisfy all theall the aboveabove points points to qualify to qualify as foodas food suppliers suppliers at ETH. at ETH.

Source-Source- www.epfl.ch www.epfl.ch

Source-Source- www.ethz.ch/en/the-eth-zurich/sustainability.htm www.ethz.ch/en/the-eth-zurich/sustainability.htm

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   BehaviourBehaviour

530 Sustainable Design Lab 2019/20 531 implementing sustainability / consumption Group 9 INFLUENCINGINFLUENCING CONSUMERS CONSUMERS MONEY.MONEY. CARE/COUNSCIOUSNESSCARE/COUNSCIOUSNESS DISTRIBUTORS.DISTRIBUTORS. WeWe are are not notcareful careful when when we weit is it not is notus payingus paying a service, a service, when when something something is offered is offered to us. to us.When When BUSINESSBUSINESS FIRST FIRST therethere is no is noeffort effort or evident/director evident/direct expense expense to getto getsomething, something, there there is the is thetendency tendency to attributeto attribute less less valuevalue to thoseto those things. things. This This behaviour behaviour clearly clearly emerges emerges when when we weconsider consider the theway way people people does does not not carecare about about the theheating heating system system and and open open the thewindows, windows, the thecareless careless criteria criteria that that makes makes print print ten tentimes times DistributorsDistributors are are providing providing several several services, services, which which are are not notsustainable sustainable at all. at all.Out Out of their of their business business the thesame same drawing drawing for fora desk a desk critique, critique, the theway way we wethrow throw away away food food at Vignettaat Vignetta at aperitifat aperitif time time just just interestsinterests they they promote promote consumption. consumption. Affordable Affordable prices prices especially especially for forbeverages beverages increase increase consump consump- - becausebecause the thefood food is given is given for forfree. free. tiontion enormously. enormously. TIME.TIME. STRATEGIES.STRATEGIES. JUSTJUST THIS THIS ONCE ONCE SENSOSENSO DI DI COLPA COLPA WeWe propose propose that that all theall thedata data concerning concerning consumption consumption and and wrong wrong environmental environmental behaviours behaviours from from WeWe allow allow ourselves ourselves wrong wrong behaviours behaviours when when we wedon't don't have have time time or whenor when we weare are tired. tired. We We justify justify the theAccademia Accademia are are made made easily easily accessible accessible through through the theofficial official website. website. The The point point of sharing of sharing this this data data ourour wrong wrong behaviours behaviours telling telling ourselves ourselves we wereally really need need something something because because is late, is late, because because we wehave have is tois make to make everyone everyone responsible responsible of their of their actions actions and and the theAccademia Accademia publicly publicly exposed. exposed. no notime. time. The The real real problem problem starts starts when when we wetend tend to acceptto accept this this excuse excuse more more than than once once transforming transforming whatwhat should should be anbe "emergency"an "emergency" exception exception in a in habit a habit that that we wepretend pretend to catalogue to catalogue as aas single a single event. event. ALTERNATIVES.ALTERNATIVES. HYPOCRISYHYPOCRISY

It isIt true, is true, sometimes sometimes it is it a is matter a matter of availability of availability of alternatives. of alternatives. But, But, once once we weknow know how how things things go, go, we weshould should be beable able to beto beprepared prepared in orderin order to avoidto avoid those those uncomfortable uncomfortable situations situations that that apparently apparently leaveleave us nous choice.no choice.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   BehaviourBehaviour

532 Sustainable Design Lab 2019/20 533 implementing sustainability / consumption Group 9 MOBILITY AT AAM

We think the act of travelling in the curriculum of an Architecture School is something cannot be avoided. Learning about Architecture requires the direct experience of the real and tangible world for the inner phenomenological character of this discipline.

If we assume that the act of physically going somewhere to see, to study, to measure what has been done before and to understand the specificity of a place should not be stopped, what we must consider is the huge impact of this journeys. We should ponder case after case if it's worth the effort and the impact of a single journey considering means and time needed, distance from the destina- 4. tion, reasons that bring us there. To collect data about Accademia students' choices when it is time to travel, we decided to directly ask students from Accademia di Architettura, on three different scales/situations, how they behave travelling from their hometown to Mendrisio, daily from their actual residence to the Accademia and implementing a more within a semester with atelier and theoretical courses. sustainable mobility culture Topic 0 Mobility

 Sustainability Lab Group Nr.9  Mobility

534 Sustainability Lab 2019/20 535 implementing sustainability / mobility Group 9 SURVEYSURVEY

LONGLONG TERM TERM MOBILITY. MOBILITY. TOTO GET GET FROM FROM YOUR YOUR PLACE PLACE OF OF ORIGINORIGIN TO TO MENDRISIO MENDRISIO

1.1. WhereWhere are are you you originally originally from? from? 2.2. HowHow far far is is the the distance distance between between your your place place o fo originf origin and and Mendrisio? Mendrisio? 3.3. WhichWhich means means of of transport transport do do you you use use to to trav travelel from from your your hometown hometown to to Mendrisio? Mendrisio? 4.4. HowHow many many times times a asemester semester do do you you make make this this trip? trip? 5.5. HowHow could could you you improve? improve? DAILYDAILY MOBILITY. MOBILITY. TOTO GET GET FROM FROM YOUR YOUR PLACE PLACE OF OF RESIDENCERESIDENCE TO TO MENDRISIO MENDRISIO

1.1. WhereWhere do do you you live live during during the the semester? semester? 2.2. HowHow far far is is the the distance distance between between your your place place o fo residencef residence and and Mendrisio? Mendrisio? 3.3. WhichWhich means means of of transport transport do do you you use use to to trav travelel from from your your place place of of residence residence to to Mendrisio? Mendrisio? 4.4. HowHow often often in in a aweek week do do you you come come to to the the univ universityersity from from your your place place of of residence? residence? 5.5. HowHow could could you you improve? improve? ATELIERATELIER RELATED RELATED MOBILITY. MOBILITY. STUDYSTUDY TRIPS TRIPS

1.1. WhichWhich atelier atelier did did you you do do last last semester? semester? 2.2. WhereWhere did did the the study study trip trip take take place? place? 3.3. HowHow many many kilometres kilometres did did you you travel travel for for this this reason? reason? 4.4. WhatWhat means means of of transport transport did did you you use use to to get get there? there? 5.5. WouldWould there there have have been been more more sustainable sustainable alternatives? alternatives?

FollowingFollowing four four examples examples of of the the twenty twenty questionnaires questionnaires coll collectetectet for for the the survey. survey. 0 0 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 11 MobilityMobility

536 Sustainable Design Lab 2019/20 537 implementing sustainability / mobility Group 9 LONGLONG TERM TERM MOBILITY. MOBILITY. DAILYDAILY MOBILITY. MOBILITY. RESULTSRESULTS RESULTSRESULTS

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   MobilityMobility

538 Sustainable Design Lab 2019/20 539 implementing sustainability / mobility Group 9 ATELIERATELIER RELATED RELATED MOBILITY. MOBILITY. CONSIDERATIONSCONSIDERATIONS RESULTSRESULTS ThroughThrough our our survey survey we wecan can clearly clearly see see that that most most students students come come from from faraway faraway places; places; just just 12,5% 12,5% of theof theinterviewed interviewed live live in a in distance a distance to Mendrisio to Mendrisio of less of less that that 200km. 200km. When When travelling travelling home, home, there there is is a tendencya tendency to use to use the thetrain train or shared or shared car carfor distancesfor distances less less that that 500km. 500km. This This will willinclude include people people living living in Switzerland;in Switzerland; in citiesin cities like like Geneve Geneve (6h (6h train) train) or Zurichor Zurich (2h (2h train). train). For For people people living living in thein thenorth north of of ItalyItaly or southor south of Germany, of Germany, in addition in addition of the of thetrain, train, there there is also is also the thetendency tendency to organise to organise shared shared car car trips.trips. To Togo togo more to more faraway faraway places places like like India, India, Spain Spain or Southor South of Italy, of Italy, north north of Germany, of Germany, the theoption option of theof theplain plain is chosen is chosen as first.as first. But But in general, in general, does does people people will willonly only come come back back once once every every semester semester whereaswhereas people people living living closer closer will willgo homego home 3-5 3-5 times. times.

In general,In general, people people consider consider important important to go to homego home at least at least once once every every semester, semester, so thisso this is trip is tripthat that can'tcan't not notbe beavoided. avoided. What What they they generally generally state state is they is they would would change change to publicto public transport transport if it ifwould it would be waybe way cheaper cheaper or time or time effective. effective. We We understood understood that that the thechoice choice to travel to travel by planeby plane at the at theend end comes comes fromfrom an economicalan economical consideration. consideration. We We could could imagine imagine there there could could be anbe initiativean initiative on sharingon sharing our our pos pos- - siblesible new new travels travels so moreso more shared shared transport transport situations situations could could occur. occur. When When it comes it comes to dailyto daily mobility, mobility, we weconsider consider that that it is it already is already a sustainable a sustainable situation. situation. Most Most people people come come to school to school doing doing a 5-10 a 5-10 min min walkwalk or theiror their take take their their bikes. bikes. We We could could see see an animprovement improvement on onhaving having a reduced a reduced public public transport transport tax taxfor forthose those students students that that live live close close to Mendrisi to Mendrisio ando and come come by carby carevery every day. day.

ConcerningConcerning study study trips, trips, we wecan can say say there there is a is tendency a tendency amongst amongst the theateliers ateliers to avoidto avoid taking taking the the plane,plane, even even if it ifrequires it requires some some time time by publicby public transport. transport. Most Most of the of thetimes times the thechoice choice to travel to travel by plaby -plane comesne comes from from an economicalan economical consideration. consideration. Flying, Flying, compared compared to travelling to travelling by trainby train is way is way cheaper cheaper andand more more over over time time effective. effective. WeWe also also see see students students are are aware aware and and question question if some if some of thisof this trip tripare are necessary necessary or ifor they if they could could be beorganised organised in a in more a more efficient efficient and and sustainable sustainable way. way. We We are are concerned concerned sometimes sometimes there there is not is nota a voicevoice for forthe thestudents students to decide to decide on theon theway way they they want want to the to thesite. si te. WeWe encourage encourage professors professors and and assistants assistants to take to take in account in account the themost most sustainable sustainable way way of travelling of travelling whenwhen they they are are planning planning the thetrips trips of theof thesemester. semester. Also Also question question if this if this trip tripis necessaryis necessary and and if so if so whichwhich is the is thebest best way way of travelling of travelling as aas group. a group.

WeWe propose propose the theschool school could could obtain obtain discounts discounts in public in public transport transport for groupsfor groups so itso would it would be abe more a more economicaleconomical choice choice to travelto travel by train.by train. We We also also encourage encourage discussion discussion in thein thesemester semester time time to agreeto agree on theon thenecessity necessity of this of this trips. trips.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   MobilityMobility

540 Sustainable Design Lab 2019/20 541 implementing sustainability / mobility Group 9 STRATEGIESSTRATEGIES FROM FROM EPFL.EPFL. LAUSANNE LAUSANNE OTHEROTHER INSTITUTIONS INSTITUTIONS In termsIn terms of mobility,of mobility, the theUniversity University claims claims to haveto have more more bikes bikes than than cars, cars, owing owing to theirto their mobility mobility plan.plan. Initiatives Initiatives such such as theas thebike bike centre, centre, a point a point of sales of sales for newfor new and and second-hand second-hand bikes, bikes, cycling cycling gear gear at reducedat reduced cost, cost, as wellas well as repairsas repairs at cost at cost price, price, Publibike- Publibike- Seven Seven stations stations are are available available on campuson campus andand the thestudents students are are entitled entitled to ato free a free annual annual subscription subscription have have helped helped the theidea idea of cyclingof cycling reach reach THETHE COPENHAGEN COPENHAGEN MODEL MODEL everyevery student. student.

With With a vast a vast network network of bikeof bike lines lines and and even even superhighways, superhighways, and and a robust a robust public public commitment commitment to to At EPFL,At EPFL, they they successfully successfully created created a mobility a mobility fund fund by increasingby increasing the theparking parking fees, fees, negotiating negotiating with with makingmaking cycling cycling a viable a viable transportation transportation alternative, alternative, this this city city is a is model a model of howof how to freeto free a city a city from from dodo- socialsocial partners, partners, in favour in favour of public of public transport transport and and soft soft mobility. mobility. The The main main measures measures towards towards improving improving minationmination by cars.by cars. 62% 62% of commutersof commuters are are by bike,by bike, this this number number has has increased increased 32% 32% in the in thelast last seven seven publicpublic transport transport are are as follows,as follows, Subsidies Subsidies for SBBfor SBB passes passes and and regional regional passes passes for EPFLfor EPFL employees, employees, years.years. A TLA TLcounter counter at the at theuniversity, university, Shift Shift of EPFL of EPFL and and UNIL UNIL schedules schedules to reduce to reduce peak peak times, times, Study Study of the of the extensionextension of the of theelectrified electrified TL1 TL1 line, line, from from Lausanne Lausanne train train station station to the to theEPFL EPFL campus, campus, Working Working group group How?How? Denmark Denmark imposes imposes heavy heavy taxes taxes on Gasoline.on Gasoline. Because Because of higher of higher taxes, taxes, gasoline gasoline costs costs rou rou- - withwith public public authorities authorities to discuss to discuss the thefuture future of the of theM1 M1metro. metro. ghlyghly twice twice as muchas much in Denmark in Denmark as itas does it does in the in theUS. US. Cheap Cheap gasoline gasoline is a is strong a strong inducement inducement to own to own andand drive drive cars. cars. The The tax taxcollected collected can can thus thus be beused used for forfunding funding the thebike bike infrastructure, infrastructure, transit transit and and TheThe measures measures undertaken undertaken to improveto improve soft soft mobility mobility are are as asfollows, follows, Improving Improving and and securing securing pe -pe- otherother public public services. services. Denmark Denmark imposes imposes a 150% a 150% tax taxon onmost most new new vehicles, vehicles, therefore, therefore, only only about about destriandestrian and and cyclist cyclist paths paths on onand and outside outside campus, campus, Deployment Deployment of shelteredof sheltered bicycle bicycle parking(more parking(more 29%29% of household of household own own cars. cars. thanthan 3,000 3,000 spaces) spaces) and and a secured a secured velostation, velostation, New New bicycle bicycle sales sales and and repair repair centre, centre, the thePoint Point velo, velo, DiscountsDiscounts on theon thepurchase purchase of new, of new, used used and and electric electric bicycles, bicycles, Strengthening Strengthening the theself-service self-service bicycle bicycle AnotherAnother important important factor factor that that has has contributed contributed to this to this is the is the density density and and ownership ownership of housing of housing system,system, in partnership in partnership with with Publibike, Publibike, Six Sixself-service self-service cargobikes, cargobikes, in partnership in partnership with with Donkey Donkey Repu Repu- - in Copenhagen.in Copenhagen. Nearly, Nearly, 60% 60% of householdsof households live live in multifamilyin multifamily housing. housing. Also, Also, Denmark Denmark has has a te a- te- blic,blic, Awareness Awareness and and safety safety campaigns, campaigns, Organisation Organisation of events of events around around cycling: cycling: Bike Bike to work, to work, Alleycat Alleycat nant-governednant-governed social social housing. housing. About About 20% 20% of theof thenation's nation's population population lives lives in socialin social housing housing that that is is EPFL,EPFL, Public Public showers showers and and changing changing rooms. rooms. constructedconstructed and and governed governed by tenantby tenant cooperatives. cooperatives. Public Public policies policies that that make make car carowners owners take take more more responsibilityresponsibility for forthe thecost cost of roadsof roads and and emissions, emissions, and and the theconscious conscious decision decision to buildto build housing housing at at TheyThey also also deployed deployed a network a network of charging of charging stations stations for forhybrid hybrid and and electric electric vehicles vehicles and and initiated initiated a a muchmuch higher higher densities densities make make cycling cycling more more attractive attractive and and feasibl feasible thane than car cartravel travel for formany many trips. trips. car-poolingcar-pooling pilot pilot project. project. As Asa result, a result, between between 2003 2003 and and 2019, 2019, there there has has been been a decrease a decrease in modal in modal shareshare of cars of cars from from 34-18%, 34-18%, increase increase in public in public transport transport from from 47-49%, 47-49%, Increase Increase in soft in soft mobility mobility from from 19-32%.19-32%.

Source-Source- www.epfl.ch/about/sustainability/mobility-plan www.epfl.ch/about/sustainability/mobility-plan

Source-Source- cityobservatory.org/copenhagen-more-than-bike-lanes-2 cityobservatory.org/copenhagen-more-than-bike-lanes-2

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   MobilityMobility

542 Sustainable Design Lab 2019/20 543 implementing sustainability / mobility Group 9 INFLUENCINGINFLUENCING TRAVELLERS TRAVELLERS STRATEGIES.STRATEGIES. PONDERINGPONDERING INSTITUTIONS.INSTITUTIONS. Mendrisio,Mendrisio, is a is small a small town town of 32 of square32 square kilometre. kilometre. Every Every point point of the of thetown town can can be easilybe easily accessed accessed EDUCATIONEDUCATION by softby soft modes modes of commutingof commuting and and most most points points by publicby public transport. transport. It is It true is true that that the thetown town does does not not havehave dedicated dedicated bike bike lanes lanes but butconsidering considering the thesmall small population population and and the thetraffic traffic on onthe theroads, roads, it is it is WeWe see see the the greatest greatest potential potential for for influence influence on on this this issue issue in the in the state. state. Already Already as asyoung young child child generallygenerally not notan anissue. issue. Mendrisio Mendrisio is also is also well well connected connected to allto theall theimportant important nearby nearby cities cities by publicby public schoolsschools should should point point out outthis this topic topic and and educate educate the thestudents students awareness. awareness. The The development development of public of public transport.transport. Considering Considering that that it is it not is nota big a bigcity city with with every every resource resource easily easily available available within, within, the thenumber number transport,transport, especially especially in rural in rural or borderor border areas, areas, could could greatly greatly reduce reduce unsustainable unsustainable mobility. mobility. We We think think of peopleof people traveling traveling in and in and out outthe thetown town for forwork w orkand and other other requirements requirements is quite is quite high. high. the theprice price of gasoline of gasoline compared compared with with public public transport transport solutions solutions is still is still too toolow. low. In order In order to reduce to reduce this this typetype of transport of transport the thestate state could could enlarge enlarge the thetaxes taxes on it.on it. At theAt theAccademia, Accademia, students students mostly mostly come come from from Italy Italy and and Switzerland, Switzerland, but butas weas wegrow grow more more interna interna- - tional,tional, there there are are increasing increasing admissions admissions from from other other European European and and Asian Asian countries. countries. Since Since up toup 50% to 50% of of EveryEvery student student can can influence influence the theissue issue of mobilityof mobility by consciouslyby consciously thinking thinking about about their their own own travel travel studentsstudents move move to live to live very very close close to the to theAccademia, Accademia, on aon day a day to day to day basis, basis, most most students students either either arrive arrive decisions.decisions. In ourIn our opinion, opinion, it is it importantis important that that the theProfessors/Instructors Professors/Instructors of theof theAccademia Accademia conduct conduct by foot,by foot, take take the thepublic public transport, transport, or rideor ride a bike a bike to school.to school. In orderIn order to encourageto encourage 100% 100% sustainable sustainable a discoursea discourse about about this this thematic thematic and and also also point point out outwrongdoing. wrongdoing. Especially Especially for forstudy study trips trips we wesee see a a mobilitymobility plan, plan, the theschool school should should subsidize subsidize public public transport, transport, more more covered covered bike bike parks, parks, discounted discounted potentialpotential to improve. to improve. ratesrates for forbuying buying new new bikes, bikes, introduce introduce a full-fledged a full-fledged bike bike sharing sharing system. system. When When the thestudents students take take a a longerlonger trip tripthat that could could work work out outas cheaperas cheaper by privateby private modes modes of transport, of transport, they they should should opt optfor forsharing sharing the themode mode of transport.of transport. Parking Parking rates rates could could also also be behigher higher which which can can discourage discourage students students from from ta- ta- kingking the thecar caron aon day-to a day-to day day basis. basis. On Onthe theother other hand, hand, more more than than 80% 80% of theof theprofessors professors at theat theAccademia Accademia do donot notlive live in Mendrisio. in Mendrisio. TheyThey travel travel by flightsby flights or takeor take other other means means of public of public transport transport to arrive to arrive here here every every week week or everyor every se- se- condcond week. week. In thisIn this case, case, subsidizing subsidizing the thepublic public transportation transportation will willencourage encourage them them to optto optfor forpublic public transport.transport. For For invited invited or guestor guest lectures, lectures, encouraging encouraging video video conferencing conferencing can can also also become become a better a better option.option.

ProfessorsProfessors must must also also take take due due care care in deciding in deciding the thedestination destination of the of theAtelier Atelier trips trips in the in thebeginning beginning of eachof each semester, semester, so sothat that they they can can be beeasily easily accessible accessible by bymodes modes of transportationof transportation that that are are less less harmfulharmful for forthe theenvironment. environment. If the If theAtelier Atelier wishes wishes to visitto visit a place a place accessible accessible cheaper cheaper by flight,by flight, the the AccademiaAccademia could could sponsor sponsor a percentage a percentage of the of thetrain train tickets tickets for forthe thestudents. students. Above Above all creatingall creating awa awa- - renessreness by educatingby educating students students can can make make the themost most impact. impact.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   MobilityMobility

544 Sustainable Design Lab 2019/20 545 implementing sustainability / mobility Group 9 PATTERNS OF ENERGY CONSUMPTION AT AAM

As a nation, 68% of Switzerland's energy consumption in 2017 has been obtaied from renewable energy sources. This number is steadily increasing with the betterment in policies in the area of energy consumption. The country uses hydroelctricity to produce upto 60% of their energy along with other sources such as solar, wind and bio mass.

Decreasing dependency on non-renewable resources to produce energy is an important step towards sustainable living. During the couse of this research we have analysed the pattern of energy 5. usage within the university. We divide consumption into various categories and study them depending on extent of energy usage. After which, stratergies are proposed to regulate consumption. Studies are done on other universities to make easier and workable choices towards the same. implementing a change in using the buildings Topic 0 Energy

Source - Prof. Andrea Roscetti, Lecture on energy consumption at AAM on 13.11.2019

0 Sustainability Lab Group Nr.9 1 Energy

546 Sustainability Lab 2019/20 547 implementing sustainability / building use Group 9 MISCELLANEOUSMISCELLANEOUS LASERLASER LAB LAB

140'083140'083 kWh kWh (28%) (28%) 18'980kWh18'980kWh (4%) (4%) . Excluded. Excluded from from the thevaluation valuation because because the thesource source of consumpti of consumption ison unknown. is unknown. . The. The laser laser helps helps to speed to speed up theup themodel model maki making processng process and and enables enables higher higher precision. precision. . Be. Beaware aware of your of your activities. activities. . Students. Students should should think think about about the thesignificance significance of their of their model model and and not notsimply simply follow follow the theatelier atelier trend. trend. ILLUMINATIONILLUMINATION PORTABLEPORTABLE COMPUTERS COMPUTERS

490kWh-0.001%+14'766kWh+35'886kWh+31'459kWh+40'361kWh=122'472kW490kWh-0.001%+14'766kWh+35'886kWh+31'459kWh+40'361kWh=122'472kWh-(24.001%)h-(24.001%) 10'982kWh10'982kWh (2%) (2%) . Lights. Lights are are switched switched on andon and off viaoff viamotion motion detectors. detectors. . Portable. Portable Computers Computers are are part part of our of our architectural architectural profession. profession. . Students. Students could could adapt adapt thei their stayr stay at the at theacademy academy more more to the to thecourse course of the of thesun. sun. . Sometimes. Sometimes a sketch a sketch is more is more meaningful meaningful and and efficient efficient than than a CA a D-drawing.CAD-drawing. VENTILATIONVENTILATION BEAMERSBEAMERS

66'933kWh66'933kWh (14%) (14%) 3'405kWh3'405kWh (1%) (1%) . In .winter, In winter, certain certain windows windows are are open open all nightall night long. long. . Needed. Needed for forthe thedaily daily lectures. lectures. . Students. Students should should stop stop airing airing unconsciously unconsciously in winter. in winter. . Beamers. Beamers should should always always be adaptedbe adapted to the to thelatest latest state state of technology of technology SERVERSERVER PRINTERSPRINTERS

63'072kWh63'072kWh (13%) (13%) 2'260kWh2'260kWh (0.005%) (0.005%) . The. The academy academy depends depends on theon theserver. server. Without Without it, the it, theschool school does does not notwork. work. . Daily. Daily used used and and always always in standby in standby mode mode when when not notin use. in use. . Adapt. Adapt the theserver server to the to thelatest latest state state of technology. of technology. . Printers. Printers should should always always be adaptedbe adapted to the to thelatest latest state state of technology of technology FIXEDFIXED COMPUTERS COMPUTERS ELEVATORSELEVATORS

22'688kWh22'688kWh - (5%) - (5%) 1'525kWh1'525kWh (0.003%) (0.003%) . Some. Some unused unused computers computers are are turned turned on foron fornights nights by on-goiby on-going renderingng rendering processes. processes. . Using. Using the thelift islift not is notalways always necessary. necessary. . If no. If longerno longer needed, needed, each each student student shoul should turnd turn off theoff thecomputer computer when when leaving leaving the theworkplace. workplace. . Use. Use the thestairs stairs HEATINGHEATING

27'010kWh27'010kWh (5%) (5%) . The. The heating heating source source of the of theacademy academy is gas. is gas. . In .order In order to minimize to minimize CO2 CO2 emissions, emissions, the theschool school should should swi switch tchto renewable to renewable resources. resources.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   EnergyEnergy

548 Sustainable Design Lab 2019/20 549 implementing sustainability / building use Group 9 STRATEGIESSTRATEGIES FROM FROM EPFL.EPFL. LAUSANNE LAUSANNE OTHEROTHER INSTITUTIONS INSTITUTIONS TheThe school school achieved achieved significant significant energy energy savings savings on theon thecampus campus in the in theyear year 2016. 2016. The The energy energy opti opti- - mizationmization measures measures implemented implemented during during the theyear year resulted resulted in savings in savings of 2GWh of 2GWh of energy of energy and and avoided avoided ETH.ETH. ZURICH ZURICH the theemission emission of 100 of 100 tons tons of CO2. of CO2. TheThe strategies strategies adopted adopted include, include, replacement replacement of obsolete of obsolete equipment, equipment, improving improving the the operating operating As Asa part a part of the of the2030 2030 Agenda, Agenda, one one of the of thegoals goals is to is strive to strive for forAffordable Affordable and and Clean Clean energy. energy. In or In- or- principlesprinciples of theof thesystems systems and and modifications modifications to betterto better meet meet the theneeds needs of theof thepremises premises and and users. users. derder to achieve to achieve this, this, Research Research - At - theAt thevarious various energy energy research research centres, centres, the theaim aim is to is create to create a sustai a sustai- - TheThe school school achieved achieved a 30% a 30% reduction reduction in thein theelectricity electricity consumed consumed by theby thetechnical technical facilities facilities of theof the nablenable energy energy future future for forSwitzerland Switzerland and and the theworld. world. Centre Centre for forEnergy Energy Policy Policy and and Economics, Economics, Energy Energy SwissTechSwissTech Convention Convention Center, Center, and and this this was was done done by optimizationby optimization of the of theoperating operating principles principles of the of the ,Politics,Politics Group, Group, High High Voltage Voltage Lab Lab etc etcare are the thegroups groups to name to name a few. a few. Energy Energy day, day, creating creating awareness awareness installations.installations. By Byadapting adapting the theventilation ventilation rates rates for fora selection a selection of buildings,of buildings, significant significant savings savings were were amongamong the thepublic public and and sharing sharing with with them them vital vital findings findings will willcreate create an interestan interest among among the thepublic public to also to also mademade in heat, in heat, electricity electricity and and cooling cooling water. water. strivestrive towards towards these these goals. goals. Underground Underground Storage Storage system system at Campus, at Campus, With With the theunderground underground storage storage system,system, Eth Eth is building is building a dynamic a dynamic energy energy system system to significantly to significantly reduce reduce CO2 CO2 emissions emissions from from heating heating TheyThey also also adopt, adopt, The The confederation: confederation: exemplary exemplary in energyin energy action action plan, plan, 01. 01.Energy- Energy- efficient efficient new new andand cooling. cooling. This This project project aims aims to decreaseto decrease the theCO2 CO2 emissions emissions from from an aninitial initial value value of 9200of 9200 metric metric andand converted converted buildings, buildings, 02. 02.Analyses Analyses of potentialof potential waste waste heat heat and and renewable renewable energies, energies, 03. 03.CO2 CO2 tonnestonnes CO2 CO2 per per year year to 4600 to 4600 metric metric tonnes tonnes CO2 CO2 per per year. year. freefree heating heating systems, systems, 04. 04.Full Full cost cost accounting accounting of energy of energy efficiency, efficiency, 05. 05.Energy- Energy- efficient efficient lighting, lighting, 07. 07. EnergyEnergy efficient efficient cooling cooling machines, machines, 08. 08.Energy Energy efficient efficient Sanitary Sanitary Sector. Sector. 08, 08,Procurement Procurement of greenof green Sources-Sources- www.ethz.ch/en/the-eth-zurich/sustainability.html www.ethz.ch/en/the-eth-zurich/sustainability.html powerpower and and hydroelectricity. hydroelectricity. www.epfl.ch www.epfl.ch

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   EnergyEnergy

550 Sustainable Design Lab 2019/20 551 implementing sustainability / building use Group 9 STRATEGIES ALREADY ADOPTED BY AAM

To make the school a clean energy consumer, and to reduce overall consumption of energy, the administration has adopted few measures. Photovoltaic cells have been installed on the roof of Canavee building.

Although it takes care of only a very small amount of the energy requirements, this could be seen as an initial step towards the production of clean and renewable energy. The entire school is equipped with smart lighting systems, this ensures that the light is switched on only in the presence of people and when the sensors detect no human presence, they turn the light off. Most of the light sources are LED sources, this reduces the consumption considerably. Optimization of the machines used for printing also show that the consumption caused by these machines are also low.

Over the past few years, the school has also taken intiatives to create awareness among students about sustaibable practices. The creation of sosta, an organisation of students to promote sustainable practices in the school has organised several competitions for students to raise awareness. The courses that teach sustainability also invite speakers who help broaden the perspective of students in this field. The school also participated in the climate strike conducted last year.

 Sustainability Lab Group Nr.9  Energy

552 Sustainable Design Lab 2019/20 553 implementing sustainability / building use Group 9 WhatWhat we we do do need. need.

ActionsActions to bringto bring our our Accademia Accademia towards towards an awarean aware and and involved involved institution institution should should start start immedia immedia- - tely.tely. Pure Pure speculation speculation does does not notbring bring anywhere. anywhere. If the If theinput input to developto develop a forward-looking a forward-looking wholistic wholistic strategystrategy for thefor theyears years to come to come at AAM at AAM is not is notcoming coming first first from from the theadministration, administration, we weare are as studentsas students called,called, with with our our growing growing awareness awareness concerning concerning our our current current mistakes, mistakes, to start to start and and develop develop an effectian effecti- - ve tactic.ve tactic. QuestioningQuestioning ourour rolerole models.models.

AAM,AAM, as anas institutionan institution that that is meant is meant to educate,to educate, to growto grow minds minds and and prepare prepare them them for forlife, life, cannot cannot allowallow itself itself to misbehaveto misbehave while while not notcaring caring and and ignoring ignoring its environmentalits environmental impact. impact. As Asan aneducating educating ConclusionConclusion institutioninstitution the theway way AAM AAM behaves behaves and and makes makes choices choices is giving is giving a clear a clear and and public public example. example. For For edu edu- - cators,cators, there's there's no marginno margin for forhypocrisy: hypocrisy: credibility credibility would would coll collapse.apse. TheThe perks perks of of being being aa role role model. model.

As Asa teaching a teaching institution institution AAM AAM cannot cannot but butinfluence influence its students,its students, choices choices and and future future behaviours. behaviours. WeWe believe believe the thetruest truest act actof learningof learning is notis notcoming coming from from lessons lessons ex excathedra cathedra neither neither doing doing scho scho- - olworkolwork we wefeel feel we weare are forced forced to do.to do.The The truest truest act actof learningof learning happens happens when when we werelate relate ourselves ourselves withwith real real models, models, when when through through imitation imitation or rejection or rejection we wetry totry build to build our our identity identity and and therefore therefore we weset set ourour targets targets and and standards. standards. AAM AAM is influencing is influencing through through every every single single choice choice it is it being is being made. made. What What a a wastewaste not notto take to take the thechance chance of being of being a model a model under under every every poi ntpoi ofnt view. of view.

  SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9   ConclusionConclusion

554 Sustainable Design Lab 2019/20 555 implementing sustainability Group 9 CHANGECHANGE CHANGECHANGE requiresrequires a a disilluded disilluded needsneeds to to be be guided guided awareness.awareness. byby regulations. regulations.

CHANGECHANGE CHANGECHANGE requiresrequires a a honest honest mustmust to to be be rethinkingrethinking of of the the supportedsupported and and behaviours.behaviours. startedstarted by by education. education.

0 0 SustainabilitySustainability Lab Lab GroupGroup Nr.9 Nr.9 1 1 ConclusionConclusion

556 Sustainable Design Lab 2019/20 557 implementing sustainability Group 9 Group 10

Sofia Terceros Arce Jakob Thomas Uhlenhopp Leonard Jurij von Aster Analysing Benedict Wahlbrink Wasteful Behavior

558 Sustainability Lab 2019/20 559 implementing sustainability Group 10 ReducingReducing energy energy consumption consumption and and being being more more sustainable sustainable has has rece recentlyntly become become a slipperya slippery topic topic for forarchitecture architecture schools schools around around the the globe, globe, whe where wastefulre wasteful produc produc- - tiontion and and practice practice are are at theat the forefront forefront of theof the academic academic context. context. With With more more and and more more effortsefforts being being made made in thein the recent recent years, years, it was it was time time to findto find ways ways to combatto combat harmful harmful environmentalenvironmental practices practices at theat the Accademia Accademia di Architetturadi Architettura as aswel well. l.

OverOver the the course course of theof the semester, semester, we we not not only only gathered gathered and and exami examinedned a vast a vast array array of differentof different data data sets, sets, but but also also developed developed different different strategie strategies fors forstudents students and and faculty faculty IntroductionIntroduction at theat the Accademia Accademia to beto bemore more sustainable. sustainable. We We focused focused on ona range a range of differentof different topics topics suchsuch as asmaterial material consumption, consumption, waste waste disposal, disposal, mobility mobility and and building building energy. energy. Further Further- - moremore we we participated participated in ain student-held a student-held design design competition competition for fora material a material shelf, shelf, focu focu- - sedsed on onreuse, reuse, for forwhich which we we developed developed the the winning winning proposal. proposal.

WithWith this this research, research, we we hope hope to shineto shine a light a light on onthe the issues issues we we do ndotn necessarilyt necessarily recognizerecognize or evenor even think think about about at theat the Accademia. Accademia. In publishingIn publishing this this research research and and increasingincreasing awareness awareness on onthe the topic, topic, we we believe believe that that the the student students ands and faculty faculty are are ableable to changeto change the the culture culture at theat the school school and and to setto set an anexample example for forother other universities universities aroundaround Switzerland Switzerland and and the the rest rest of theof the world. world.

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10  

560 Sustainable Design Lab 2019/20 561 implementing sustainability Group 10 JUST BRING IT, JUST TAKE IT, JUST USE IT

R(i)OSA is a shelf. It's made of wood. It’s construction is simple. But most importantly, R(i)OSA is a brand.

We believe that R(i)OSA is much more than just a shelf. R(i)OSA represents a culture of sustainable practice. In order to make an impact, it must be bold. It must be pink.

1. Pink will stick out in a sea of material and sweat. The shelf will become a focal point for students to bring, take, and use material in an efficient way. Thus, we’ve adapted Nike’s famous slogan to our R(i)OSA proposal: JUST BRING IT. JUST TAKE IT. JUST USE IT.

Every shelf and every bin will be branded with these slogans, so that the words will be present competition entry in every atelier and to every student.

The larger shelf stores sheets of cardboard, MDF, and other sheet material. Orienting the shel- for riOSA ves vertically allows for easier visual and physical access to bringing and taking the material. The smaller shelf is cubic and holds polystyrene. Each cabinet will be clearly labeled with its oic  appropriate material. Both shelves are elevated in order to store bins of non-reusable sizes, but here’s the catch… Each bin is equipped with a lid that blocks large pieces from being tossed OSA Competittion unnecessarily. Each shelf will also contain a chained angle and ruler as an organized improvement to select material.

The standard constructed joint consists of very simple mitered notches that are glued together without the need of screws in order to eliminate costs and additional material. All assembled pieces are constructed by the same cut of wood, only adjusted in length. The shelf system is easily adaptable and can be altered or recycled. The shelf will require approximately 110m of 5x5 cm wood. The total construction cost should be around 300 CHF. After assembly, the wood will be painted in Baker Miller pink.

Students who use the shelves regularly will be nominated and awarded by OSA members with sponsored vouchers at Osteria Vignetta or be gifted a fashionable pink R(i)OSA tote. Totes should also be available to purchase from OSA. Adding these benefits will also help spread awareness of the shelves by themselves without the need of exercising any new measures.

We believe that these bright pink shelves will help not only help reduction of waste, but create a new culture of sharing amongst the students at the Accademia. Our proposal will make students just BRING, TAKE, and USE materials in responsible ways and help put the Accademia di Archi- tettura become a leading sustainable university.

 Sustainability Lab Group Nr. 10  oic 

562 Sustainability Lab 2019/20 563 implementing sustainability / riOSA competition Group 10 C C C C C C C C A A A A A A A A R R R R R R R R D D D D D D D D B B B B B B B B O O O O O O O O A A A A A A A A R R R R R R R R D D D D D D D D

1 1 1.5 1.5 2 2 2.5 2.5 m m m m m m m m m m m m m m m m

CardboardCardboard Shelf Shelf Elevation Elevation CardboardCardboard Shelf Shelf Section Section

POLYSTYRENE 5mm-30mmPOLYSTYRENE 5mm-30mm POLYSTYRENE 30mm-60mmPOLYSTYRENE 30mm-60mm POLYSTYRENE 60mm-90mmPOLYSTYRENE 60mm-90mm

POLYSTYRENE 100mm POLYSTYRENE 100mm

PolystyrenePolystyrene Shelf Shelf Elevation Elevation PolystyrenePolystyrene Shelf Shelf SectionSection

ConstructionConstruction Detail Detail

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

564 Sustainable Design Lab 2019/20 565 implementing sustainability / riOSA competition Group 10 2.

Tabelle with an alalysis of model construction, quantity and materials of five ateliers that are since a long time in the Accademia. implementing a more sustainable model- making cultureoic  Proosals: Models are a huge part of education here in Mendrisio. They are a part of what makes Model-Making the students of this school special in comparison with others. The physical engagement in making them is an educational step into the world of building and also a way of making designing and developing a form. A good form has a better chance of being a long-lasting one (hopefully) so making people able to build beautiful is partly also making long-lasting buildings.Therefore we think making them for the school or making only renders instead is not a real solution.

For all the proposals a co work of teachers-students and suppliers is essential. The teachers are the "influencers" in the school (change the way the students work over one or two semesters and future generations will already make it different) therefore their role is the most important. The students should be more aware, the more the topic is a theme the more they will care, but in the struggle of the semester of course that's one of the last things to worry about (also bit job of teachers). The last important are the suppliers (Coop, Bricco, Danilo, the school) cause new materials have to be available easy.

 Sustainability Lab Group Nr. 10  oic 

566 Sustainability Lab 2019/20 567 implementing sustainability / model-making Group 10 ReduceReduce the the amount amount of ofmodels models being being built: built: -Mars-Mars Clay Clay which which car car brands brands use use to maketo make prototypes prototypes is reusable is reusable and and very very precise, precise, good good for for everyevery type type of model.of model. WeWe realized realized that that there there are are a lot a lotof modelsof models made, made, in somein some ate ateliersliers even even every every week. week. So Soto to reducereduce most most effectively, effectively, a reduction a reduction of theof the sheer sheer number number of tofhe t hemodels models made made is the is the most most -Cork-Cork insulation insulation panels panels instead instead of styrofoamof styrofoam or polystyreneor polystyrene effectiveeffective first first step step to actto act on. on. We We want want to beto begood good in whatin what we wedo dobut but (old (old but but true) true) "quality "quality is is notnot quantity". quantity". -Wood-Wood wool wool instead instead of styrofoamof styrofoam or polystyreneor polystyrene

-Teachers,-Teachers, which which of theof the models models required required in yourin your ateliers ateliers are are really really needed?, needed?, analyze analyze and and -Make-Make the the sustainable sustainable materials materials that that are are being being used used like like car cardboarddboard and and wood wood "great "great again" again" maybemaybe there there is something is something which which is not is not needed needed so sostudents students can can also a lsofocus focus on onother other things things by byoffering offering more more variety variety and and more more nice nice choices choices like like cheery cheery or pearor pear wood, wood, finish finish wood wood card card- - in theirin their spare spare time time like like reeding reeding and and fooling fooling their their own own interest interest to maketo make them them unique unique people. people. board,board, black black book book binder binder card, card, and and beautiful beautiful papers. papers.

-Re-Re think think the the scale scale of theof the models models you you ask ask for, for, maybe maybe even even special special in betweenin between scales scales can can -Improve-Improve the the workshop workshop space space with with more more and and better better machinery machinery (the (the actual actual ones ones are are the the be beintroduced introduced 1:300 1:300 mostmost of theof the time time with with problems problems and and broke) broke) -Only-Only one one site site model model per per atelier atelier (see (see Atelier Atelier Miller) Miller) it is it n isice n icefor forthe the students students to getto get to knowto know eacheach other other and and they they can can learn learn team team spirit spirit as aswell. well.

-Only-Only ask ask for formodels models for forreal real critiques critiques like like Intermediate Intermediate and and Final. Final. The The young young architects architects shouldshould also also not not spend spend the the little little they they earn earn on ontons tons of models.of models. MODELS:MODELS: -Group-Group work work reduces reduces the the amount amount of modelsof models being being produced produced in anin anAtelier Atelier by by50% 50% up upto to 66%,66%, maybe maybe some some ateliers ateliers could could work work in groups,in groups, and and by bythat that also also teaching teaching the the social social skills skills neededneeded in thein the later later job. job. -Introduce-Introduce the the type, type, a work a work model model that that is the is the same same for forthe the whole whole semester, semester, like like in realin real life. life.

ChangeChange materials materials models: models:

WeWe saw saw that that there there is a is huge a huge amount amount of unsustainableof unsustainable materials materials that that are are used used in thein the school. school. TheseThese materials materials are are not not only only environmentally environmentally unaware unaware but but also also unattractive. unattractive. We We want want to to learnlearn to buildto build solid solid and and qualitatively qualitatively good, good, honest honest and and true true buildings, buildings, as asstudents students we weshould should (and(and also also should should be betaught taught to) to)build build our our models models in thein the same same wa y.wa y.

-Teachers,-Teachers, the the materials materials your your students students use use or areor are told told to useto use are a unreadablere unreadable or non-recyor non-recy- - clable.clable. You You are are at theat the forefront forefront of theof the profession, profession, maybe maybe you you can can propose propose alternatives. alternatives.

-Cast-Cast concrete concrete models models in woodin wood in steadin stead of polystyreneof polystyrene is more is more beautiful beautiful and and people people learn learn howhow concrete concrete works works and and how how a real a real cast cast is build. is build. (Mateus) (Mateus) -Adobe-Adobe as asan analternative alternative to concreteto concrete (Mateus (Mateus / Miller) / Miller)

-Wax-Wax is almost is almost endlessly endlessly reusable, reusable, so soit would it would be becheaper cheaper to castto cast or buildor build solid solid wax wax models models thatthat after after the the semester semester could could be bedestroyed, destroyed, melted melted and and kept kept in modelisticain modelistica for forfuture future use. use.

-Soap-Soap can can work work in ain similar a similar way way as aswax. wax.

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

568 Sustainable Design Lab 2019/20 569 implementing sustainability / model-making Group 10 AAELIERELIER AIRES AIRES MA MAEUSEUS

FinalFinal concrete concrete model model (individual) (individual) FinalFinal concrete concrete model model (individual) (individual)

FinalFinal wood wood model model (individual) (individual) FinalFinal concrete concrete model model (individual) (individual)

AAELIERELIER OLGIA OLGIAI I AAELIERELIER BOESCH BOESCH SiteSite model model (individual) (individual) FinalFinal concrete concrete model model (individual) (individual)

FinalFinal painted painted mdf mdf model model (individual) (individual) SiteSite model model in samba in samba and and cardboard cardboard (atelier) (atelier) FinalFinal concrete concrete and and wax wax model model (individual) (individual) FinalFinal painted painted mdf mdf model, model, 3 separated 3 separated pieces pieces (individual)(individual)

  SustainabilitySustainability Lab Lab GroupGroup Nr. 1 Nr.0 10   oic oic 

570 Sustainable Design Lab 2019/20 571 implementing sustainability / model-making Group 10 AAELIERELIER MILLER MILLER AAELIERELIER SERGISON SERGISON

FourFour site site models models (grupal) (grupal) FourFour site site models models (grupal) (grupal) SiteSite models models (grupal) (grupal) SiteSite model model (grupal) (grupal)

OldOld site site models models (grupal) (grupal) FinalFinal cardboard cardboard models models (couples) (couples) StimmungStimmung models models paintedpainted mdf, mdf, paper, paper, cardboard, cardboard, polystyre polystyre- - ne (couples)ne (couples)

FinalFinal cardboard cardboard model model (individual) (individual) FinalFinal cardboard cardboard model model (individual) (individual)

  SustainabilitySustainability Lab Lab GroupGroup Nr. 1 Nr.0 10   oic oic 

572 Sustainable Design Lab 2019/20 573 implementing sustainability / model-making Group 10 WHA WE DID...

implementing a more sustainable consumption cultureoic 

Consumption / To find out what is the biggest part of waste producing consumerism at the Accademia, we Behaviour looked at the end of the consumerism chain: the waste. To get a representative overview, samples from the main spaces where consumerism takes place were taken, so we could analyze them (considering that the behavior of students does not vary to much from different ateliers and buildings they are in). These places are: outside Canavee, in the vending machine room in the ground floor of Canavee and in atelier Collomb (as an average representative atelier).

With this approach we wanted to identify which products are the main waste producers and where do they come from.

 Sustainability Lab Group Nr. 10  oic 

574 Sustainability Lab 2019/20 575 implementing sustainability / consumption Group 10 BINBIN OU OUSIDESIDE CANAVEE CANAVEE PEPE BIN BIN IN INHE HE VENDING VENDING MACHINE MACHINE ROOM ROOM

1 plastic1 plastic spoon spoon 3 coffee3 coffee cups cups 1 plastic1 plastic glass glass (beer) (beer) 8 apfleschorle8 apfleschorle 2 coffee2 coffee cups cups 14 sparkling14 sparkling water water 2 bottles2 bottles of water of water 27 normal27 normal water water 1 bottle1 bottle of sparkling of sparkling water water 2 one2 one liter liter water water 2 pizza2 pizza boxes boxes 14 Coca14 Coca Cola Cola 7 napkins7 napkins 8 tea8 tea 3 sweet3 sweet packing packing 5 Rivella5 Rivella 1 tea1 teabag bag 3 San3 San Pellegrino Pellegrino orangina orangina 3 fruit3 fruit juices juices

  SustainabilitySustainability Lab Lab GroupGroup Nr. 1 Nr.0 10   oic oic 

576 Sustainable Design Lab 2019/20 577 implementing sustainability / consumption Group 10 BINBIN IN INHE HE VENDING VENDING MACHINE MACHINE ROOM ROOM PEPE BIN BIN IN INA AELIERELIER COLLOMB COLLOMB

8 A38 A3paper paper 6 polystyrene6 polystyrene pieces pieces 8 coffee8 coffee cups cups 4 wood4 wood cutlery cutlery 7 normal7 normal water water 5 plastic5 plastic spoons spoons 1 bakery1 bakery bag bag 8 sparkling8 sparkling water water 1 plastic1 plastic fork fork 1 coffee1 coffee cup cup 7 Coca7 Coca Cola Cola 1 Philadelphia1 Philadelphia 4 plastic4 plastic spoons spoons 5 tea5 tea 1 Red1 Red bull bull can can 1 foam1 foam food food container container 3 apfelschorle3 apfelschorle 1 yoghurt1 yoghurt 7 napkins7 napkins 1 Rivella1 Rivella 1 tissue1 tissue 1 receipt1 receipt 3 San3 San Pellegrino Pellegrino orangina orangina 4 aluminium4 aluminium foil foil 1 tetrapak1 tetrapak fruit fruit juice juice 1 tissue1 tissue plastic plastic bag bag 1 Kinder1 Kinder bueno bueno 1 plastic1 plastic bag bag 2 Ringo2 Ringo cookies cookies 1 plastic1 plastic bag bag of haribo of haribo 7 sweet7 sweet plastic plastic envelope envelope

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

578 Sustainable Design Lab 2019/20 579 implementing sustainability / consumption Group 10 BINBIN IN INA AELIERELIER COLLOMB COLLOMB WHAWHA WE WE FOUND FOUND OU OU......

LookingLooking at theat the waste waste and and seeing seeing the the numbers, numbers, we weidentified identified drinks drinks and and food food as asthe the two two mainmain groups groups as aswaste waste producers. producers.

Drinks:Drinks:

DrinksDrinks can can be besubdivided subdivided into into two two groups: groups:

- Plastic- Plastic bottles bottles which which come come mainly mainly from from Vignetta Vignetta and and the the vending vending machines machines around around Acca Acca- - demiademia - The- The coffee coffee from from the the vending vending machines, machines, which which lead lead to theto the use use of plasticof plastic spoons spoons and and cups. cups.

Food:Food:

FoodFood can can be besubdivided subdivided into into four four groups: groups:

- Sweets,- Sweets, which which come come mainly mainly from from the the vending vending machines machines and and Vignetta. Vignetta. - Sandwiches- Sandwiches and and Piadine, Piadine, which which produce produce a lot a lotof Aluminiumof Aluminium foil fwaste,oil waste, and and come come from from GolosiGolosi and and Reginella. Reginella. - Pizza- Pizza boxes, boxes, which which also also come come from from Reginella Reginella and and Golosi. Golosi. - Napkins,- Napkins, which which come come in ain great a great quantity quantity from from Reginella, Reginella, Golosi Golosi and and Vignetta. Vignetta.

2 wood2 wood pieces pieces 1 sandwich1 sandwich 15 polystyrene15 polystyrene pieces pieces 3 aluminium3 aluminium foil foil 35 cardboard35 cardboard pieces pieces 1 bakery1 bakery bag bag 5 sketch5 sketch paper paper pieces pieces 1 tissue1 tissue plastic plastic bag bag 3 coffee3 coffee cups cups 3 Kinder3 Kinder bueno bueno 1 yoghurt1 yoghurt 1 Red1 Red Bull Bull can can 3 plastic3 plastic coffee coffee spoons spoons 9 napkins/tissues9 napkins/tissues 1 plastic1 plastic spoon spoon 4 receipts4 receipts 1 carboard1 carboard package package 10 small10 small wraping wraping paper paper 2 bananas2 bananas 11 big11 bigplastic plastic pieces pieces 1 apple1 apple 1 Brico1 Brico plastic plastic bag bag 1 tomato1 tomato

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

580 Sustainable Design Lab 2019/20 581 implementing sustainability / consumption Group 10 WASWASE EABELLE ABELLE WHAWHA WE WE PROPOSE... PROPOSE...

To Tohave have the the biggest biggest and and quickest quickest possible possible impact impact we wepropose propose to focusto focus on onthe the main main catego catego- - ries,ries, therefore therefore we wedeveloped developed different different strategies strategies for forthe the diff differenterent types types of products.of products.

PlasticPlastic bottles: bottles:

TheThe Pet Pet bottles bottles should should be bereplaced replaced with with glass. glass. Glass Glass bottles bottles are ar reusablee reusable and and glass glass itself itself is almostis almost endlessly endlessly recyclable. recyclable. For For all theall the drinks drinks that that the the vending vending machines machines offer offer now, now, we we foundfound the the same same product product or aor similar a similar alternative alternative in glass,in glass, most mostly forly forthe the same same price. price. The The usedused glass glass bottles bottles could could be beput put in fittingin fitting bottle bottle crates crates as asit was it was done done years years ago ago with with Pago Pago juicesjuices from from vending vending machines. machines.

TheThe biggest biggest group group of plasticof plastic bottles bottles was was the the "water "water bottles". bottles". So Soin consequence,in consequence, to alsoto also re- re- duceduce the the amount amount of glassof glass bottles bottles bought, bought, we wepropose propose two two strateg strategies.ies. First, First, use use the the existing existing infrastructureinfrastructure of waterof water machines machines and and add add more more of them,of them, to imto plementimplement strategies strategies to maketo make reusablereusable metal metal bottles bottles more more popular popular (For (For example: example: Usi Usi bottles bottles for faor good a good price price at Vignettaat Vignetta andand free free tab tab water water refill refill at Vignettaat Vignetta as aswell). well).

AnotherAnother possibility, possibility, already already proven proven as aspossible possible at theat the firm firm of Herzogof Herzog de deMeuron, Meuron, is to is giveto give reusablereusable glass glass or metalor metal bottles bottles to peopleto people when when starting starting the the Accademia Accademia and and put put their their name name on onthe the bottle. bottle. Like Like this this everyone everyone has has a refill a refill bottle bottle to useto use from from the the start. start.

MakeMake the the water water offer offer at Vignettaat Vignetta more more visible visible and and give give variety variety by bymaybe maybe offering offering syrups syrups to to alsoalso get get the the soft soft drink drink consumers consumers to useto use this this offer. offer.

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

582 Sustainable Design Lab 2019/20 583 implementing sustainability / consumption Group 10 CoffeeCoffee cu cus ands and s oons:soons: Conclusion:Conclusion:

Do Donot not offer offer these these anymore. anymore. "Where "Where there there is a is will a will there there is a is way", a way", like like this this people people will will start start WeWe find find very very easy easy and and realistic realistic proposals proposals since since everything everything is very is very easy easy to beto bedone done and and get get bringingbringing their their own own coups coups to haveto have their their coffee. coffee. A step A step further further would would be beto getto get rid ridof theof the co -co- changed.changed. Basically Basically everything everything stays stays the the same same and and is accessible is accessible to everyone,to everyone, only only a bit a bit ffeeffee machine machine or onlyor only have have it running it running during during nighttime nighttime when when Vignetta Vignetta is closed. is closed. This This would would differentdifferent packaged, packaged, a bit a bitsomewhere somewhere else, else, and and a bit a bitmore more susta sustainable.inable. leadlead to ato reduction a reduction of energyof energy consumption consumption as aswell well as asproduce produce a better a better business business situation situation for forVignetta. Vignetta. All Allthis this "small "small changes" changes" together together could could have have a big a big impact impact on onthe th Accademia.e Accademia. (see (see Tabelle) Tabelle) ThereThere are are things things that that will will not not end end up upin thein the trash trash at allat anymall anymore;ore; they they are are so soto speakto speak "elimi "elimi- - nated"nated" as aswaste, waste, and and others others that that are are just just "replaced" "replaced" by bybetter better options. options. Sweets:Sweets:

SweetsSweets shouldn't shouldn't be besold sold in thein the machines machines anymore. anymore. Instead Instead Vigne Vignetta ttatakes takes over over the the selling selling of chocolatesof chocolates and and sweets sweets but but in ain classical a classical and and working working zero zero wa stewaste way; way; out out of glassof glass jar. jar. ThisThis solution solution works works already already in zero-wastein zero-waste coffees, coffees, why why not not her here. Thise. This also also reduces reduces the the energyenergy consumption consumption for forthe the vending vending machines machines and and gives gives business business to Vignettato Vignetta (the (the School) School)

SandwichSandwich ackaging: ackaging:

SinceSince there there was was no nowaste waste from from sandwiches sandwiches or piadineor piadine produced produced at Vignette,at Vignette, because because they they don'tdon't use use aluminium aluminium foil, foil, we wepropose propose to getto get in contactin contact with with Reg Reginellainella and and Golosi Golosi and and propo propo- - se sethem them to doto doit in it thein the same same way, way, it would it would be beeasy, easy, they they would would know know where where to getto get the the paper paper andand how how to doto doit and it and that that it works. it works.

NaNakins:kins:

NapkinsNapkins are are needed needed and and therefore therefore difficult difficult to beto bereduced, reduced, that that is why is why we wepropose propose to substo subs- - titutetitute them them by bybetter better and and more more sustainable sustainable ones. ones. This This could could also also be bedone done at Reginellaat Reginella and and GolosiGolosi at theat the same same time, time, as asthe the distribution distribution of packagingof packaging for forthe t hesandwiches sandwiches was was proposed, proposed, thisthis alternative alternative napkins napkins could could also also be beadded. added.

PizzaPizza boxes: boxes:

PizzaPizza is a is part a part of consumerismof consumerism that that is hard is hard to getto get around, around, spe speciallycially during during mid- mid- and and final final criticcritic season season (that's (that's why why is listed is listed here here even even though though only only two two boxes boxes where where found). found). They They are are alwaysalways eaten eaten in thein the Accademia, Accademia, and and are are the the "Food "Food for forfinals". finals". Since Since they they also also need need packa packa- - ging,ging, as aswell well as asthe the tissues, tissues, we wepropose propose to replaceto replace it with it with a m aore more sustainable sustainable version version of theof the samesame product product (see (see produckt produckt research). research). This This could could also also be bedone done at Reginellaat Reginella and and Golosi Golosi in in thethe same same moment moment as asthe the distribution distribution of packagingof packaging for forsandwiche sandwiches proposeds proposed takes takes place, place, thethe alternative alternative pizza pizza boxes boxes could could also also be beadded. added.

  SustainabilitySustainability Lab Lab GroupGroup Nr. 10 Nr. 10   oic oic 

584 Sustainable Design Lab 2019/20 585 implementing sustainability / consumption Group 10 WHA WE WAN O SEE NEX...

Bottles

Water Norda: available in glass Lipton Tea: available in glass implementing a more Coca Cola: available in glass Rivella: available in glass sustainable mobility Fruit juces: Pago juices available in glass San Pellegrino Orangina: available in glass Red Bull: Biotta bio energy drink (packed in a Papercan) culture

Sweets Nakins

Glass jars with different sweets Replace with 100% recycled napkins

Aluminium folio Pizza Boxes

Wrap it like in Vignietta Replace with compostable box made of su- garcane and bamboo

 Sustainability Lab Group Nr. 10  oic 

586 Sustainable Design Lab 2019/20 587 implementing sustainability / mobility Group 10 MOBILIY PAERNS A AAM LOCAL RAVEL MEHODS O HE ACCADEMIA CAR USE

STUDENTS PROFESSORS STUDENTS PROFESSORS

Average distance ca. 1 km ca. 3 km Car ownership: 20 % 85.7 % to campus:

Travel method: 7.5 % by car 85.7 % by car Average yearly ca. 3.300 km ca. 28.000 km distance traveled: 92.5 % by 14.7 % by foot or bike foot or bike

There are evident differences between the travel methods of the professors Similarly to the local travel methods examined, car use and ownership is and students while commuting to the accademia. Some professors have their much higher among faculty. This information isn't very surprising considering that most facul- own places in which the stay in the surrounding region but many also stay ty have to commute longer distances and have more in local hotels. Students on the other hand, have a higher tendency to capital. oic  live within walking distance to campus and therefore emit less energy to travel daily. However, there are exceptions within the student body, in What is interesting in these findings is that although many students dont which some, primarily italian students from the nearby regions will commute by car. own cars, they still use it as a means for travel on a more than occasional basis. Mobility In order to analyze and categorize the existing mobility patterns at the Accademia, we went out and conducted a questionaire for students and professors. It is evident that the students consume less energy to travel to and from We asked a pool of 50 people an array of questions including: the campus than the professors. How often they travel to their home and how, how far they live from the Accademia and how they commute, and how often they travel by car or plane.

We believe that asking a series of simple questions would yield a strong comparison between the mobility practices of the students and professors.

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10  oic 

588 Sustainable Design Lab 2019/20 589 implementing sustainability / mobility Group 10 LOCAL RAVEL MEHODS O HE ACCADEMIA CAR USE RAVELING HOME FROM HE ACCADEMIA EXPERIENCE WIH MOBILIY A OHER UNIVERSIIES

STUDENTS PROFESSORS STUDENTS PROFESSORS STUDENTS PROFESSORS We decided to look into the mobility patterns at our previous universities to compare how the Accademia fares up against other schools in trying to Average distance ca. 1 km ca. 3 km Car ownership: 20 % 85.7 % Average amount 6 15 be sustainable. to campus: of times gone home each year: Travel method: 7.5 % by car 85.7 % by car Average yearly ca. 3.300 km ca. 28.000 km Carnegie Mellon University, Pittsburgh, USA: distance traveled: Average amount flown 3 13 92.5 % by 14.7 % by home each year: What differs the most between the Accademia and Carnegie Mellon was the foot or bike foot or bike similarity in commuting patterns between students and professors. Because Average amount driven 22 15 the studio system required full-time faculty, all professors were local home each year: and commuted short distances within the city by car. The students would There are evident differences between the travel methods of the professors Similarly to the local travel methods examined, car use and ownership is either walk, bike, and some would drive. The only exceptions in which travel became unsus- and students while commuting to the accademia. Some professors have their much higher among faculty. This information isn't very surprising considering that most facul- tainable was the invitation of international architects to own places in which the stay in the surrounding region but many also stay ty have to commute longer distances and have more Similarly to the local travel methods examined, car use and ownership is conduct lecture series. Overall, it is quite clear that there is generally in local hotels. Students on the other hand, have a higher tendency to capital. much higher among faculty. This information isn t very surprising considering that most fa- less travel involved than in Mendrisio, but thus far no efforts have been live within walking distance to campus and therefore emit less energy to culty have to commute longer distances and have more made as to how to still reduce consumption more. travel daily. However, there are exceptions within the student body, in What is interesting in these findings is that although many students dont capital. which some, primarily italian students from the nearby regions will commute by car. own cars, they still use it as a means for travel on a more than occasional basis. What is interesting in these findings is that although many students dont Muenster School fo Architecture, Germany: It is evident that the students consume less energy to travel to and from own cars, they still use it as a means for travel on a more than occasional basis. the campus than the professors. At the MSA Muenster School of Architecture, the topic of mobility does not receive much attention. Many professors fly weekly from London or Munich to the University. In addition, many students own a car. Because of the high rents in the city center many students living in the outskirts. In comparison with AAM, the faculty may be less polluting but the students are more.

U Munich, Germany:

Much like Carnegie Mellon's patterns, the faculty and students are both quite local and travel with varied means of transport.

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10  oic 

590 Sustainable Design Lab 2019/20 591 implementing sustainability / mobility Group 10 RAVELING HOME FROM HE ACCADEMIA EXPERIENCE WIWHOH MOBILI ARE YHE A INFLUENCERS? OHER UNIVERSIIES WHA SRAEGIES CAN WE PROPOSE?

STUDENTS PROFESSORS We decidedWhether to itlook be ourinto parents, the mobility social patterns media, at or our politics, previous we alluniversities have the power to influence each rain ravel Discount for Students and Faculty: to compareother's how behavior. the Accademia Whether you're fares upa student against or other faculty schools member, in trying you haveto the ability to change Average amount 6 15 be sustainable.someone's perception about the the way we travel and consume. That being said, listening In many european countries, there have always been deals for students to travel around the of times gone home to each other and having an open mind are equally important in oder to change our behavior. country for free or discounted fare. We propose that swiss and italian universities should do each year: the same for our students. As we saw, some of the least sustainable activity comes from CarnegieWe also Mellon thought University, it might be Pittsburgh, interesting to USA: investigate how sustainable students and faculty the italian students that drive to Mendrisio everyday. If they had free train fare, they might Average amount flown 3 13 think they actually are. change their mind about how to get to class. home each year: What differs the most between the Accademia and Carnegie Mellon was the similarity in commuting patterns between students and professors. Because Average amount driven 22 15 the studio system required full-time faculty,STUDENTS all professors were local PROFESSORS Carooling and Rideshare for Assistants and Faculty: home each year: and commuted short distances within the city by car. The students would eitherAverage walk, bike, awareness and some would drive. The 7 only exceptions in which travel 5 became unsus- We also discovered that our faculty travels from a vast array of places. If the university intro- tainableon wasa scale the ofinvitation 1-10: of international architects to duced a carpool or rideshare group, it would be much easier to coordinate traveling together Similarly to the local travel methods examined, car use and ownership is conduct lecture series. Overall, it is quite clear that there is generally when possible, thus reducing each person's emissions. much higher among faculty. This information isn t very surprising considering that most fa- less travel involved than in Mendrisio, but thus far no efforts have been culty have to commute longer distances and have more madeWe as toall howunderstand to still reduce that architecture consumption is notmore. always the most sustainable activity to engage in, capital. so we believe that this consciously makes our university body feel as though they could do Field ris within Interrail Distance: better. What is interesting in these findings is that although many students dont Muenster School fo Architecture, Germany: Think about all the emissions we could cut back on if we didn't fly to Bahrain, Budapest, or own cars, they still use it as a means for travel on a more than occasional basis. That being said, where we are able to substitute unsustainable with sustainable activities, we Berlin for semester excursions. It would be much more sustainable if we stayed within in- At themust MSA make Muenster a conscious School effort of Architecture, to do so, so the that topic we can of mobility all be 9' sdoes and not10's. receive much ter-railing distances for atelier excursions. attention. Many professors fly weekly from London or Munich to the University. In addition, many students own a car. Because of the high rents in the city center many students living in the outskirts. In comparison with AAM, the faculty may be less polluting but the students Increase Awareness: are more. As mentioned previously, we, as humans are able to use rhetoric and commuicate ideas and concepts to each other. Through different means we should always take opportunities U Munich, Germany: to think twice about our actions and always listen with an open mind. If we start the conversation, we can take active steps forward. Much like Carnegie Mellon's patterns, the faculty and students are both quite local and travel with varied means of transport.

 Sustainability Lab Group Nr. 10   oic Sustainability Lab Group Nr. 10  oic 

592 Sustainable Design Lab 2019/20 593 implementing sustainability / mobility Group 10 WHO ARE HE INFLUENCERS? WHA SRAEGIES CAN WE PROPOSE?

Whether it be our parents, social media, or politics, we all have the power to influence each rain ravel Discount for Students and Faculty: other's behavior. Whether you're a student or faculty member, you have the ability to change someone's perception about the the way we travel and consume. That being said, listening In many european countries, there have always been deals for students to travel around the to each other and having an open mind are equally important in oder to change our behavior. country for free or discounted fare. We propose that swiss and italian universities should do the same for our students. As we saw, some of the least sustainable activity comes from We also thought it might be interesting to investigate how sustainable students and faculty the italian students that drive to Mendrisio everyday. If they had free train fare, they might think they actually are. change their mind about5. how to get to class.

STUDENTS PROFESSORS Carooling and Rideshare for Assistants and Faculty:

Average awareness 7 5 We also discovered thatimplementing our faculty travels from a vast array of places.a If thechange university intro- on a scale of 1-10: duced a carpool or rideshare group, it would be much easier to coordinate traveling together when possible, thus reducingin eachusing person's emissions. the buildings

We all understand that architecture is not always the most sustainable activity to engage in, so we believe that this consciously makes our university body feel as though they could do Field ris within Interrail Distance: better. Think about all the emissions we could cut back on if we didn't fly to Bahrain, Budapest, or That being said, where we are able to substitute unsustainable with sustainable activities, we Berlin for semester excursions. It would be much more sustainable if we stayed within in- must make a conscious effort to do so, so that we can all be 9's and 10's. ter-railing distances for atelier excursions.

Increase Awareness:

As mentioned previously, we, as humans are able to use rhetoric and commuicate ideas and concepts to each other. Through different means we should always take opportunities to think twice about our actions and always listen with an open mind. If we start the conversation, we can take active steps forward.

 Sustainability Lab Group Nr. 10  oic 

594 Sustainable Design Lab 2019/20 595 implementing sustainability / building use Group 10 CONSUMPION OF HE BUILDING INFRAS- WHA WE SAW RUCURE A AAM

Cantafora:

To make precise and usable states about this space is difficult. Since it seemed always quite warm and under-used at all time. So there is the question how much it is heated and how much ventilation is put in it. What was noticeable was that the doors where constantly open wich also creates a heatless for the hole building.

eaching staff offices:

WHA WE DID What we realized was that the efficency of rooms like the lecture rooms in the ground floor oic  is ok in regards to light and ventilation since ventilation is barely measurable but sometimes Since the consumption through a building is a very abstract one, so casual that one barely the air is notably bad and lights are only on when the rooms are in use. The heating though Energy notices that something is being consumed, we first needed to find a strategy how to find seems to be adjustable since it was almost allowance "warm" to "hot". Further would be to out what we consume while being in a building. check if the lecture rooms are heated the whole week since they are only in use during "lecture-days" and exceptions like intermediate and final critiques. To get closer, we looked at what the building provides for us, which basically is light, air, temperature and water. The most energy consuming ones are light, air and temperature. Ateliers: To see how the students deal with the building and how the building deals with the students we thought it would we good to observe both. Since the ateliers are like the lecture rooms not the whole week in use their efficency is not the best. They are all quite warm and since there is no ventilation and the heating is hot, not To monitor Canavee, the main building, we analized the weekly consumption based on the rare windows are open wich creates heat loss. We also noticed that during this last week students routine, which is either course-day (monday,thusday and wednesday), atelier-day which was very cloudy the lights turned on very quickly maybe sometimes when not yet (thursday and friday) and at least on paper free-days (Saturday and Sunday). necessary. In some ateliers we saw also only half the light where working and the students used these spaces as much as others. In this three different situations we observed the building during the day, in a rhythm of every two hours, in all the different room types it has, such as compuet room, ateliers, offices, etc...

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10  oic 

596 Sustainable Design Lab 2019/20 597 implementing sustainability / building use Group 10 WHA WE SAW WHA IS ALREADY DONE BY HE ADMINISRAION O IMPROVE HE BUIL- WHA WE PROPOSE (SRAEGIES) DING INFRASRUCURE?

Cantafora: . Isolating and re-insulating different arts of Canavee.

To make precise and usable states about this space is difficult. Since it seemed always quite We noticed in gathering our data about light and heating that not all of the building is used warm and under-used at all time. So there is the question how much it is heated and how equally, although the energy pumped into all of the areas appears to be dispersed quite much ventilation is put in it. What was noticeable was that the doors where constantly open evenly. We propose that less frequently-used parts of the building are thermally isolated and wich also creates a heatless for the hole building. re-insulated from the more consistently-used parts of the building. Although this would be a huge construction undertaking for the university, by splitting off the lecture halls and offices eaching staff offices: from the ateliers would mean that less energy would be wasted on vacant heated volumes.

The offices of the teaching staff in Canavee are in their usage also based on the cycles of the whole building. Design professors only during atelier-days others only during the lecture . Heating and cooling sensors. days. In general they seem to be quite under-used but heated during the whole week while Lecture rooms: light and energy there is not consumed during this time. The range of temperature within Canavee is quite stark and can be either too cold or too hot to deal with depending on the situation. In addition to breaking up the heated zones within What we realized was that the efficency of rooms like the lecture rooms in the ground floor Canavee, the building should also be retrofitted with an automatic system that measures and is ok in regards to light and ventilation since ventilation is barely measurable but sometimes monitors the temperature of each of the sections, to ensure that energy is not wasted. the air is notably bad and lights are only on when the rooms are in use. The heating though seems to be adjustable since it was almost allowance "warm" to "hot". Further would be to . -Second Delay ime on the Elevators check if the lecture rooms are heated the whole week since they are only in use during "lec- To our knowledge, the Accademia thus far, has not publicised too many specific efforts in ture-days" and exceptions like intermediate and final critiques. order to deal with building infrastructure. SOSTA, the sustainable university project, has hi- Although this proposition has been made many times, in addition to heating and cooling, the ghlighted some measures to focus on in terms of mobility, recycling and paper use but hasn't elevators should be retrofitted with a 30-second timer that de-incentivized people from using Ateliers: shot for many targets in terms of eliminating unnecessary building energy use. This being it when they could just be using the stairs instead. said, there have been some efforts from SOSTA to encourage students and faculty to use Since the ateliers are like the lecture rooms not the whole week in use their efficency is not the stairs instead of the elevator. the best. They are all quite warm and since there is no ventilation and the heating is hot, not In terms of building consumption, we see the change happening more from the administrative side. They are ultimately in charge of funding and making decisions on a macro-scale, rare windows are open wich creates heat loss. We also noticed that during this last week For instance, in comparing the Accademia with other universities in Switzerland, the ETH which is the scale of change Canavee needs to be more efficient. Naturally, the students which was very cloudy the lights turned on very quickly maybe sometimes when not yet had established a chart of general goals to reduce energy consumption in 2015. They have can push for these changes, but without the administration, these changes cannot be made. necessary. In some ateliers we saw also only half the light where working and the students targeted many different types of practices in which energy use can be reduced ranging from used these spaces as much as others. mobility, to waste, or to building services. They also set years by which they would have liked to meet these goals. As to if they have been met is unclear, but the Accademia could surely develop and promote a set of goals like this for students and faculty alike.

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10  oic 

598 Sustainable Design Lab 2019/20 599 implementing sustainability / building use Group 10 WHA IS ALREADY DONE BY HE ADMINISRAION O IMPROVE HE BUIL- WHA WE PROPOSE (SRAEGIES) DO WE NEED OHER FORMS OF SUPPOR? DING INFRASRUCURE?

. Isolating and re-insulating different arts of Canavee. Adjusting We believe that these technical issues of building consumption can only be catalyzed by the administration, however there are many situations in which they could also be challenged We noticed in gathering our data about light and heating that not all of the building is used Having observed these habits and uses, we realized that some room groups could for exam- into making positive change. Support to change the university s consumption behavior can equally, although the energy pumped into all of the areas appears to be dispersed quite ple not be provided with energy and heating during some special days. Like everything but also come from outside of the university, such as government incentives and sanctions. evenly. We propose that less frequently-used parts of the building are thermally isolated and ateliers on "free-days". Heating could be reduced almost everywhere according to the week re-insulated from the more consistently-used parts of the building. Although this would be a but also to the day rhythm like ateliers during "lecture day" could be colder in the morning Right now, in our global context we are standing on thin ice when it comes to climate chan- huge construction undertaking for the university, by splitting off the lecture halls and offices and warm up after lunch. Lecture rooms could be cold on "atelier and free-days". ge. In Europe, most of the society has accepted that climate change is an important issues, from the ateliers would mean that less energy would be wasted on vacant heated volumes. however, when it comes to politics and discussion of change, citizen s still uncomfortable setting it as their top priority in many cases. If we shift more focus onto climate change (which Changing we should) voters will influences politicians, which will influence and change the behaviors of . Heating and cooling sensors. institutions and ultimately change the structures we use. Two spaces seamed to be heavily under-used. Cantafora and the staff offices. An impro- The range of temperature within Canavee is quite stark and can be either too cold or too hot vement could be for Cantafora to treat it as a "huge entrance", not heated or ventilated at to deal with depending on the situation. In addition to breaking up the heated zones within all. Also since it is always brighter there that in the ateliers, and 3/4 of the light are anyway Canavee, the building should also be retrofitted with an automatic system that measures and broken and its not very good looking, one could also try even to put off the lights. The space monitors the temperature of each of the sections, to ensure that energy is not wasted. would act as a buffer for the rest and it would be a smaller loss if the door is open.

The staff offices are mainly unefficient cause of their little usage. Since this is evidence of WOULD I BE POSSIBLE O REHINK OUR SANDARDS? . -Second Delay ime on the Elevators To our knowledge, the Accademia thus far, has not publicised too many specific efforts in the small need to have them it could be a solution to have one teachers office where tables order to deal with building infrastructure. SOSTA, the sustainable university project, has hi- are provided and every professor and her/his assistants can have an allocated shelf. The Although this proposition has been made many times, in addition to heating and cooling, the ghlighted some measures to focus on in terms of mobility, recycling and paper use but hasn't gained spaces can be used for ateliers or smaller lecture rooms to increase efficiency also elevators should be retrofitted with a 30-second timer that de-incentivized people from using shot for many targets in terms of eliminating unnecessary building energy use. This being in relation to course group size, which sometimes is very small for the big rooms downstairs. it when they could just be using the stairs instead. Again, we might need to shift our focus if we want to continue to survive on our planet. said, there have been some efforts from SOSTA to encourage students and faculty to use Everything from turning on the heat to rethinking our socio-economic structure can be sol- the stairs instead of the elevator. In terms of building consumption, we see the change happening more from the administra- ved by commonly shifting our focus to environmental interests. Who knows, maybe in a few tive side. They are ultimately in charge of funding and making decisions on a macro-scale, years our professors will encourage us to rethink the way architecture is produced entirely For instance, in comparing the Accademia with other universities in Switzerland, the ETH which is the scale of change Canavee needs to be more efficient. Naturally, the students and preach about building with the land and its local materials, much like our ancestors did. had established a chart of general goals to reduce energy consumption in 2015. They have can push for these changes, but without the administration, these changes cannot be made. It is hard to envision a drastic change in the way we rethink our standards unless we are targeted many different types of practices in which energy use can be reduced ranging from forced to encounter them first-hand, but if we all as a university or broader society as whole, mobility, to waste, or to building services. They also set years by which they would have liked we will be able to make change in our behavior. Maybe in a few years professors will not to meet these goals. As to if they have been met is unclear, but the Accademia could surely preach to us about the relevance of Peter M rkli, but of what we can learn from adobe Pue- develop and promote a set of goals like this for students and faculty alike. blo settlements.

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10  oic 

600 Sustainable Design Lab 2019/20 601 implementing sustainability / building use Group 10 DO WE NEED OHER FORMS OF SUPPOR?

Adjusting We believe that these technical issues of building consumption can only be catalyzed by the administration, however there are many situations in which they could also be challenged Having observed these habits and uses, we realized that some room groups could for exam- into making positive change. Support to change the university s consumption behavior can ple not be provided with energy and heating during some special days. Like everything but also come from outside of the university, such as government incentives and sanctions. ateliers on "free-days". Heating could be reduced almost everywhere according to the week but also to the day rhythm like ateliers during "lecture day" could be colder in the morning Right now, in our global context we are standing on thin ice when it comes to climate chan- and warm up after lunch. Lecture rooms could be cold on "atelier and free-days". ge. In Europe, most of the society has accepted that climate change is an important issues, Especially in the field of sustainability, universities should develop new concepts to raise students' awareness of this complex subject area. So the competition for a however, when it comes to politics and discussion of change, citizen s still uncomfortable shelf for the workshop of the academy, at the beginning of the semester, was a first setting it as their top priority in many cases. If we shift more focus onto climate change (which step to think about our behavior of consumption. Changing we should) voters will influences politicians, which will influence and change the behaviors of institutions and ultimately change the structures we use. The academy in Mendrisio has gained a well-known reputation among the faculties, Two spaces seamed to be heavily under-used. Cantafora and the staff offices. An impro- mainly due to the countless architectural models. But the waste that is produced vement could be for Cantafora to treat it as a "huge entrance", not heated or ventilated at every year is frightening. Solutions must be found to reduce the waste of materials all. Also since it is always brighter there that in the ateliers, and 3/4 of the light are anyway and at the same time raise awareness of sustainable materials.With the concept broken and its not very good looking, one could also try even to put off the lights. The space "R(i)OSA, JUST BRING IT, JUST TAKE IT, JUST USE IT" we developed not only a would act as a buffer for the rest and it would be a smaller loss if the door is open. Conclusions shelf for reusable materials but also a "brand" which stands for sustainable thinking in general and can be discovered all over the campus. With the Baker-Miller Pink, we want to paint the shelf and at the same time the trash cans all over the campus. The staff offices are mainly unefficient cause of their little usage. Since this is evidence of WOULD I BE POSSIBLE O REHINK OUR SANDARDS? the small need to have them it could be a solution to have one teachers office where tables This way the students are always made aware of the problem of high consumption. are provided and every professor and her/his assistants can have an allocated shelf. The At the same time we researched the "Modelmaking" in general and investigated gained spaces can be used for ateliers or smaller lecture rooms to increase efficiency also which studios build how many models in one semester and which materials they use for it. With a new concept in teaching, the waste of model making materials could be in relation to course group size, which sometimes is very small for the big rooms downstairs. Again, we might need to shift our focus if we want to continue to survive on our planet. significantly reduced. In some studios, one has to produce one model a week, for Everything from turning on the heat to rethinking our socio-economic structure can be sol- example in foam, which is no longer used after criticism. Of course, model making is ved by commonly shifting our focus to environmental interests. Who knows, maybe in a few especially important for the spatial imagination and for developing a project. Howe- years our professors will encourage us to rethink the way architecture is produced entirely ver, nowadays one should pay attention to efficiency and especially to the choice of materials. and preach about building with the land and its local materials, much like our ancestors did. It is hard to envision a drastic change in the way we rethink our standards unless we are forced to encounter them first-hand, but if we all as a university or broader society as whole, we will be able to make change in our behavior. Maybe in a few years professors will not preach to us about the relevance of Peter M rkli, but of what we can learn from adobe Pue- blo settlements.

 Sustainability Lab Group Nr. 10  oic   Sustainability Lab Group Nr. 10 

602 Sustainable Design Lab 2019/20 603 implementing sustainability Group 10 With the topic 03 "consumption / behaviour" it became clear after our investigation how much garbage the students produce daily. By listing the packaging in the different waste bins at the university, it became clear that it is possible to reduce the Especially in the field of sustainability, universities should develop new concepts waste considerably. Especially the use of plastic bottles can be reduced significantly to raise students' awareness of this complex subject area. So the competition for a with more water dispensers all over the campus. Through our proposal and the use shelf for the workshop of the academy, at the beginning of the semester, was a first of other products, waste could be reduced by 66.5 percent. step to think about our behavior of consumption. Another issue that is currently topical is mobility. Mendrisio has many internationally The academy in Mendrisio has gained a well-known reputation among the faculties, active architects who are flown in. In addition, students from all over the world come mainly due to the countless architectural models. But the waste that is produced to the university every year for the Master's programme. But in this area Mendrisio is every year is frightening. Solutions must be found to reduce the waste of materials on the right track. Many of the students live locally and come to the campus on foot and at the same time raise awareness of sustainable materials.With the concept or by bicycle. Furthermore, the next Diploma will take place in Chiasso. The result "R(i)OSA, JUST BRING IT, JUST TAKE IT, JUST USE IT" we developed not only a of this research is that one does not want to miss the teaching of architects but still Conclusions shelf for reusable materials but also a "brand" which stands for sustainable thinking should personally think about one's footprint. Students or assistants, for example in general and can be discovered all over the campus. With the Baker-Miller Pink, from Northern Italy, could form car pools. In addition, many places for excursions we want to paint the shelf and at the same time the trash cans all over the campus. are easily accessible by train from Switzerland. A semester ticket for the train, as it This way the students are always made aware of the problem of high consumption. is the case in Germany, would be desirable. At the same time we researched the "Modelmaking" in general and investigated which studios build how many models in one semester and which materials they use The last topic was the debate on electricity consumption at the university. For this for it. With a new concept in teaching, the waste of model making materials could be we observed different rooms at different times of the day and on different days of significantly reduced. In some studios, one has to produce one model a week, for the week. The University of Mendrisio is also on the right track in this area. Here too, example in foam, which is no longer used after criticism. Of course, model making is students and teachers should pay particular attention to their own behaviour, as for especially important for the spatial imagination and for developing a project. Howe- example when using computers. Many computers run continuously, although they ver, nowadays one should pay attention to efficiency and especially to the choice of are not used. Here the university has to set certain rules. So it is very important for a materials. course like this but also for the whole university to point out the problems again and again. Through a more conscious behavior of each individual in the area of sustainability, whether student or professor, a change can be implemented in the coming years.

 Sustainability Lab Group Nr. 10   Sustainability Lab Group Nr. 10 

604 Sustainable Design Lab 2019/20 605 implementing sustainability Group 10 Printed: Summer 2020

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Sustainable Design Lab MSc 1/2 - 2018/19

Prof. Muck Petzet Assistants Laura Magri and Irene Tassinari

Università Sustainable design / della Progettazione sostenibile Svizzera italiana Università della Svizzera italiana Accademia di architettura di Mendrisio

606 Sustainable Design Lab 2019/20 607 Section Sustainable Design LAB 2019/20

Contributors:

Susann Görlinger Sonja Hildebrand Davide Marconi Jesus Medina Andrea Roscetti Antoine Turner

Students:

Lounès Amalou-Yezli Beatriz Arcari Benedetta Basile Elena Bellocchio Hannah Elizabeth Benny Gloria Binato Marta Cassany Cabanas Ludovic Chevalley Francesco Stefano Colli Martinez Nadia Crepaz Fabio Da Costa Charlotte Decollogny Romain Defrang Vittoria Delfanti Leon Robin Dirksen Steven Emery Carla Fidecaro Costanza Giordano Francesca Giovanzana Clara Gonzalez Grau Andreas Stokstad Hellum Patrik Honneger Hyun Woo Jeong Neshat Maksuti Sebastiàn Mancera Autrique Alice Mantovani Daria Moatazed Keivani Lukasz Ryszard Palczynski Luke Matthew Peppard Svea Susann Petersen Jan Antoni Przedpelski Carlotta Puleo Elie Balthazar Richelle Jasper Bede Rumbelow Katja Nora Steger Sofia Terceros Arce Jakob Thomas Uhlenhopp Leonard Jurij von Aster Benedict Wahlbrink

608 Sustainable Design Lab 2019/20