Sustainable living and human wellness: An investigation of educational design typology

Architecture Design Portfolio

Chandan S B hat

Selec te d Wor ks (2018-2021)

Sustainable living and human wellness: An investigation of educational design Typology

An undergraduate Architecture Thesis by Chandan S Bhat

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Sustainable living and human wellness: An investigation of educational design Typology Architectural design thesis report submitted in partial fulfillment for the award of the degree of Bachelor of Architecture (B.Arch)

Submitted by Chandan S Bhat 4CM17AT011 2020-2021

WADIYAR CENTRE FOR ARCHITECTURE, MYSURU Page I 3

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Sustainable living and human wellness: An investigation of educational design Typology

Thesis Guide & Mentor

Prof.Manoj Ladhad Ar.Soumini Raja

Submitted by Chandan S Bhat 4CM17AT011

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

BONAFIDE CERTIFICATE This is to certify that the thesis entitled “ Sustainable living and human wellness:An investigation of educational design Typology” has been submitted by Chandan S Bhat in partial fulfilment of the requirement for the award of Bachelor’s Degree in Architecture from Wadiyar centre for Architecture, Mysuru affiliated to Visvesvaraya Technological University for the academic year 2021-22.

Signature: Principal: Prof.Shrutie Shah Affiliation:

Signature: Thesis Coordinator: prof.Julie Ann Tharakan Affiliation:

Signature: Thesis Guide: Prof.Manoj Ladhad Affiliation:

Signature: Examiner 1: Affiliation: Signature: Examiner 2: Affiliation: Signature: Examiner 3: Affiliation:

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

DECLARATION I here by declare that the Thesis entitled “ Sustainable living and human wellness:An investigation of educational design Typology”which has been undertaken by me in partial fulfilment of the requirement for the award of the Bachelor’s Degree in Architecture from the Wadiyar centre for Architecture Mysuru affiliated to Visvesvaraya Technological University for the year 2021-22 is a record of my own work. The work has not been submitted previously, in part or whole, anywhere else.

Note: The document has not been checked for plagiarism.

Date: Place:Mysore

(Signature) Chandan S Bhat 4CM17AT011

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

As an initial attempt to understand the topic that I

believe is important to address, this thesis integrates everything I have learned and my role in the field of architecture, and how I can contribute to the betterment of the future.

I would like to thank prof.Manoj Ladhad, my thesis guide , who guided me through this thesis, challenging me every step of the way, and transforming my understanding of sustainability and related topics in architecture from a curiosity to a passion.

I am especially grateful to Ar.Soumini Raja for the suggestions and valuable inputs during the various reviews during the semester.

Thank you to all my WCFA batchmates, I would not have been able to accomplish these five years.

The constant motivation,constant support, and criticism they provided me throughout the years and the memorable experiences we shared molded me deeply.

My sincere gratitude and love to my family, Amma, Appa, Chintana and extended family who supported me throughout the years and were motivational and supportive throughout the pandemic.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Acknowledgments

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

This research is an investigation of the current crisis

of climate change and awareness on educating people about it. Understanding the lifecycle of a daily need material that is food, clothing, and shelter and able to differentiate what is sustainable and what is not for the better wellbeing of life and environment.

This thesis aims at understanding how architecture can bring in the idea of sustainability to daily need activities of life through the integration of the educational space design and the school curriculum for the well-being of the future society.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Abstract

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

0.1Title page 0.2 Bonafede certificate 0.3 Declaration 0.4 Acknowledegement 0.5 Abstract

1. Overview 1.1 Introduction 1.2 Research Questions 1.3 Hypothesis 1.4 Aim 1.5 Objectives 1.6 Limitations

2. Climate change 2.1 The current state of the climate.

2.2 Possible Climate Futures.

2.3 Climate Information for Risk Assessment and Regional Adaptation.

2.4 Limiting Future Climate Change

3.Carbon footprint 3.1 Emission by building sector 3.2 Net zero carbon 3.3 Embodied carbon 3.4 Counting carbon

4.Sustainability 4.1 Introduction 4.2 Sustainable building design and operation 4.3 Awareness for present and future society

5.Case study 6.Site selection 7.Site analysis 8.Program development 9.Design intervention 10.References/ Bibliography

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Contents

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

In the present day, people speak about sustainable

living and its aim to reduce personal, societal, and environmental impact by making positive changes that counteract climate change with other negative environmental concerns, and a good lifestyle. How does this imply human wellbeing? What is the connection between sustainable living and human wellbeing?

Human well-being refers to people’s ability to live a life they value and can comprise cultural heritage, health, access to land and natural resources as well as more material factors such as incomegenerating opportunities. What constitutes human wellbeing differs for each group and will reflect its history, local culture and norms, political and socioeconomic conditions, geography, and ecological circumstances. Discussions or research about wellbeing can reveal different perspectives, experiences, values, concerns, and aspirations, which can stimulate improved understanding of people’s changing relationships with nature and possible innovations in policies or processes to benefit both nature and people. (Neil Dawson) Knowing the fact that “Sustainable living” encourages people to minimize their use of Earth’s resources and reduce the damage of human and environmental interactions. Most people don't practice it or understand the operations and process. What are the barriers that people face to combating the implementation of sustainable practices in their daily lifestyle? My research path would be to understand the gap between normal people and what makes them not practice sustainability in today's lifestyle.

We have always heard that healthy students are the heart of healthy schools and healthy schools are part of the healthy community. Children have the ability to grasp things faster compared to adults.

So what if a school/college daily activities have a constant involvement of sustainable activities?

What if the spatial design of the school has an aspect of sustainability in it so that unconsciously or consciously they get involved and learn it.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Introduction

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

• What if every aspect of our school activities were designed to create a sustainable future?

• what if the spatial experience of the school involves sustainability?

• Understanding what is sustainable practices and what are the practices that define sustainable lifestyles.

• How does a pedagogy imbibe the idea of sustainability or sustainable living and how does it transform into a learning module in schools for the future and their contribution to the community.

• Investigation on how a building or spatial experience can be built emphasizing sustainable living practices.

• Investigation on whether there is any school pedagogy that takes into consideration of sustainable future.

• How school can be redesigned that reflects the idea of sustainable practices.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Research Questions

Objectives

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

This thesis will aim to demonstrate how architecture can become an important part of educating our children about sustainability, better understanding of facilities, operations, good health, the well-being of the community, and setting them to create a sustainable future.

My thesis project will be studying and designing a school with a combination of green school design and educational goals for sustainability. The whole purpose of the project will be to provide the opportunity for children to connect with themselves, their community, and their local environment through the real-world learning experience.

• Challenging in Finding the location which is part of the eco-sensitive zone within the city.

• Designing the curriculum of the school hence curriculum would be a demonstration of a new typology.

• Achieving all the aspects of sustainability and detailing the passive and active techniques involved.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Aim

Hypothesis

Limitations

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

2.Climate change

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

2.1 The current state of the climate • It is unequivocal that human influence has warmed the atmosphere, ocean and land.

Widespread and rapid changes in the atmosphere, ocean, cryosphere and biosphere have occurred.

• The scale of recent changes across the climate system as a whole and the present state of many aspects of the climate system are unprecedented over many centuries to many thousands of years.

• Human-induced climate change is already affecting many weather and climate extremes in every region across the globe. Evidence of observed changes in extremes such as heatwaves, heavy precipitation, droughts, and tropical cyclones, and, in particular, their attribution to human influence, has strengthened since AR5.

• Improved knowledge of climate processes, paleoclimate evidence and the response of the climate system to increasing radiative forcing gives a best estimate of equilibrium climate sensitivity of 3°C with a narrower range compared to AR5

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Approved Version

Summary for Policymakers

IPCC AR6 WGI

Human influence has warmed the climate at a rate that is unprecedented in at least the last 2000 years Changes in global surface temperature relative to 1850-1900 a) Change in global surface temperature (decadal average) as reconstructed (1-2000) and observed (1850-2020)

ºC

ºC 2.0 1.5

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b) Change in global surface temperature (annual average) as observed and simulated using human & natural and only natural factors (both 1850-2020) 2.0

Warming is unprecedented in more than 2000 years 1.5

Warmest multi-century period in more than 100,000 years observed

observed simulated human & natural

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fig.2.1 Changes in global surface temperature relative to 1850-1900.

Panel a): Changes in global surface temperature reconstructed from paleoclimate archives (solid grey Figure SPM.1: and History global temperature change andline, causes of recent warming. line, 1–2000) from of direct observations (solid black 1850–2020), both relative to 1850–1900 and decadally averaged. The vertical bar on the left shows the estimated temperature (very likely range) during a): Changes in global surface from paleoclimate (solidyears grey line, thePanel warmest multi-century period in attemperature least the lastreconstructed 100,000 years, which occurred archives around 6500 ago 1–2000) and from direct observations (solid black line, 1850–2020), both relative to 1850–1900 and decadally during the current interglacial period (Holocene). The Last Interglacial, around 125,000 years ago, is the The vertical bar on left shows the estimated temperature (very range) during the caused warmestby nextaveraged. most recent candidate forthe a period of higher temperature.

These pastlikely warm periods were multi-century period in at least the last 100,000 years, which occurred around 6500 years ago during the current slow (multi-millennial) orbital variations. The grey shading with white diagonal lines shows the very likely interglacial period (Holocene).

The Last Interglacial, around 125,000 years ago, is the next most recent candidate ranges for the temperature reconstructions. for b): a period of higher temperature. past warm periods were170 caused by(black slow (multi-millennial) orbital Panel Changes in global surfaceThese temperature over the past years line) relative to 1850–1900 variations. The grey shading with white diagonal lines shows the very likely ranges for the temperature and annually averaged, compared to CMIP6 climate model simulations of the temperature response to reconstructions. both human and natural drivers (brown), and to only natural drivers (solar and volcanic activity, green).

Panel b): Changes in global surface temperature the past 170 yearsshow (blackthe line) relative 1850–1900 Solid coloured lines show the multi-model average, over and coloured shades very likelytorange of and annually averaged, compared to CMIP6 climate model simulations (see Box SPM.1) of the temperature simulations response to both human and natural drivers (brown), and to only natural drivers (solar and volcanic activity, green).

Solid coloured lines show the multi-model average, and coloured shades show the very likely range of simulations. (see Figure SPM.2 for the assessed contributions to warming). {2.3.1, 3.3, Cross-Chapter Box 2.3, Cross-Section Box TS.1, Figure 1a, TS.2.2}

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

2.2.Possible Climate Futures • Global surface temperature will continue to increase until at least the mid-century under all emissions scenarios considered. Global warming of 1.5°C and 2°C will be exceeded during the 21st century unless deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades.

• Many changes in the climate system become larger in direct relation to increasing global warming. They include increases in the frequency and intensity of hot extremes, marine heatwaves, and heavy precipitation, agricultural and ecological droughts in some regions, and proportion of intense tropical cyclones, as well as reductions in Arctic sea ice, snow cover and permafrost.

• Continued global warming is projected to further intensify the global water cycle, including its variability, global monsoon precipitation and the severity of wet and dry events.

• Under scenarios with increasing CO2 emissions, the ocean and land carbon sinks are projected to be less effective at slowing the accumulation of CO2 in the atmosphere.

• Many changes due to past and future greenhouse gas emissions are irreversible for centuries to millennia, especially changes in the ocean, ice sheets and global sea level.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

With every increment of global warming, changes get larger in regional mean temperature, precipitation and soil moisture a) Annual mean temperature change (°C) at 1 °C global warming

Observed change per 1 °C global warming

Simulated change at 1 °C global warming

Warming at 1 °C affects all continents and is generally larger over land than over the oceans in both observations and models.

Across most regions, observed and simulated patterns are consistent.

b) Annual mean temperature change (°C) relative to 1850-1900 Simulated change at 1.5 °C global warming

Across warming levels, land areas warm more than oceans, and the Arctic and Antarctica warm more than the tropics.

Simulated change at 2 °C global warming

Simulated change at 4 °C global warming

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 Change (°C)

Warmer

fig.2.2.1 Annual mean temperature Approved Version Summary for Policymakers Figure SPM.5: Changes in annual mean surface temperature, precipitation, and soil moisture.

IPCC AR6 WGI

Precipitationannual is projected to increase over temperature high latitudes, thechange. equatorial The left map c) Annual precipitation change (%)and simulated Panel mean a) Comparison of observed mean surface Pacific and parts of the monsoon regions, but decrease over parts of the relative to 1850-1900 shows the observed changes in annual mean surfaceandtemperature period of 1850–2020 per °C of global subtropics in limited areasin ofthe the tropics.

warming (°C). The local (i.e., grid point) observed annual mean surface temperature changes are linearly regressed change at 2 °C global warming Simulated change at 4 °C global warming against the global surface temperature inSimulated the period 1850–2020. Observed temperature data are from Berkeley Earth, the dataset with the largest coverage and highest horizontal resolution. Linear regression is applied to all years for which data at the corresponding grid point is available. The regression method was used to take into account the complete observational time series and thereby reduce the role of internal variability at the grid point level. White indicates areas where time coverage was 100 years or less and thereby too short to calculate a reliable linear regression. The right map is based on model simulations and shows change in annual multi-model mean simulated temperatures at a global warming level of 1°C (20-year mean global surface temperature change relative to 1850–1900). The triangles at each end of the color bar indicate out-of-bound values, that is, values above or below the given limits.

Simulated change at 1.5 °C global warming

Relatively changes Panelsmall b) absolute Simulated annual mean temperature change (°C), panel c) precipitation change (%), and panel d) may appear as large % changes in -40 (standard -20 deviation -10 0 of10 20 30 variability) 40 -30 total soilconditions moisture change interannual at global warming levels of regions withcolumn dry baseline Change (%) change relative to 1850–1900). Simulated changes 1.5°C, 2°C and 4°C (20-yr mean global surface temperature Drier Wetter

correspond to CMIP6 multi-model mean change (median change for soil moisture) at the corresponding global warming level, i.e. the same method as for the right map in panel a).

d) Annual mean total column soil moisture change (standard deviation)

Across warming levels, changes in soil moisture largely follow changes in precipitation but also show some differences due to the influence of evapotranspiration.

Simulated change at 1.5 °C global warming

Simulated change at 2 °C global warming

Simulated change at 4 °C global warming

SPM-21

Relatively small absolute changes may appear large when expressed in units of standard deviation in dry regions with little interannual variability in baseline conditions

-1.5

-1.0 Drier

-0.5 0 0.5 Change (standard deviation of interannual variability)

Total pages: 41

1.0

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Wetter

fig.2.2.2 Annual mean precipitation

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In panel c), high positive percentage changes in dry regions may correspond to small absolute changes. In panel d), the unit is the standard deviation of interannual variability in soil moisture during 1850–1900. Standard deviation is a widely used metric in characterizing drought severity. A projected reduction in mean soil moisture Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017 by one standard deviation corresponds to soil moisture conditions typical of droughts that occurred about once every six years during 1850–1900. In panel d), large changes in dry regions with little interannual variability in the

2.3 Climate Information for Risk Assessment and Regional Adaptation • Natural drivers and internal variability will modulate human-caused changes, especially at regional scales and in the near term, with little effect on centennial global warming. These modulations are important to consider in planning for the full range of possible changes.

• With further global warming, every region is projected to increasingly experience concurrent and multiple changes in climatic impact-drivers.

Changes in several climatic impact-drivers would be more widespread at 2°C compared to 1.5°C global warming and even more widespread and/or pronounced for higher warming levels.

• Low-likelihood outcomes, such as ice sheet collapse, abrupt ocean circulation changes, some compound extreme events and warming substantially larger than the assessed very likely range of future warming cannot be ruled out and are part of risk assessment.

2.4 Limiting Future Climate Change • From a physical science perspective, limiting human-induced global warming to a specific level requires limiting cumulative CO2 emissions, reaching at least net zero CO2 emissions, along with strong reductions in other greenhouse gas emissions. Strong, rapid and sustained reductions in CH4 emissions would also limit the warming effect resulting from declining aerosol pollution and would improve air quality.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Approved Version

Summary for Policymakers

IPCC AR6 WGI

Observed warming is driven by emissions from human activities, with greenhouse gas warming partly masked by aerosol cooling Observed warming

Contributions to warming based on two complementary approaches

a) Observed warming 2010-2019 relative to 1850-1900 ºC 2.0

b) Aggregated contributions to 2010-2019 warming relative to 1850-1900, assessed from attribution studies

ºC 2.0

c) Contributions to 2010-2019 warming relative to 1850-1900, assessed from radiative forcing studies

ºC 2.0

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Sulphur dioxide

Aviation contrails

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Mainly contribute to Mainly contribute to changes in changes in non-CO₂ greenhouse gases anthropogenic aerosols

fig.2.4.1Emission by human activities Approved Version Summary for Policymakers IPCC AR6 WGI Figure SPM.2: Assessed contributions to observed warming in 2010–2019 relative to 1850–1900.

Every tonne of CO₂ emissions adds to global warming

Panel a): Observed global warming (increase in global surface temperature) and its very likely range {3.3.1,

Global surface temperature Cross-Chapter Box 2.3}. increase since 1850-1900 (OC) as a function of cumulative CO₂ emissions (GtCO₂) OC Panel

b): Evidence from attribution studies, which synthesize information from climate models and 3 observations. The panel shows temperature change attributed to total human influence, changes in well-mixed SSP5-8.5 greenhouse gas concentrations, other human drivers due to aerosols, ozone and land-use change (land-use The near linear relationship reflectance), solar and volcanic drivers, and internal climate variability.

Whiskers show likely ranges {3.3.1}.

SSP3-7.0 2.5 between the cumulative

CO₂ emissions and global of radiative forcing SSP2-4.5 Panel c): Evidence from the assessment and climate sensitivity. The panel shows warming for five illustrative temperature changes from individual components ofSSP1-2.6 human influence, including emissions of greenhouse gases, scenarios until year 2050 2 aerosols and their precursors; land-use changes (land-use reflectance and irrigation); and aviation contrails.

SSP1-1.9 Whiskers show very likely ranges. Estimates account for both direct emissions into the atmosphere and their effect, if any, on other climate drivers. For aerosols, both direct (through radiation) and indirect (through interactions with 1.5 clouds) effects are considered.{6.4.2, 7.3} 1 Historical global warming

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Cumulative CO₂ emissions between 1850 and 2019

SSP1-1.9 SSP1-2.6 SSP2-4.5 SSP3-7.0 SSP5-8.5

Future cumulative CO₂ emissions Total differ pages: across scenarios, and determine how much warming we will experience

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PROJECTIONS

Cumulative CO₂ emissions between 2020 and 2050

fig.2.4.2 Global surface temperature increase due to cumulation of co2 Page I 29

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Figure SPM.10: Near-linear relationship between cumulative CO2 emissions and the increase in global surface temperature.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

3. Carbon footprint

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

3.1 Emission by building sectors Growing demand for urban built spaces has resulted in unprecedented exponential rise in production and consumption of building materials in construction.

Production of materials requires significant energy and contributes to pollution and greenhouse gas (GHG) emissions. Efforts aimed at reducing energy consumption and pollution involved with the production of materials fundamentally requires their quantification.

Material consumption in construction industry makes up significant share of overall resource consumption in India. Annual consumption of construction materials in India is exceeding 2 billion tonnes. Further, energy expenditure for manufacture of building materials constitutes 20–25% of India’s total energy demand [1]. An estimated 30% of GHG emissions are contributed by the construction sector in India [1]. Cement and steel industries represent 7.5% and 6.8%, respectively, of net GHG emissions from India. Share of transportation sector is 8.22%of net GHG emissions from the country [2,3].

Modern buildings in India consume about 25 to 30 percent of total energy, and up to 30 percent of fresh potable water, and generate approximately 40 percent of total waste. India is now entering the phase of rapid urbanization. Various studies indicate that by 2050, the built up area of India may become four times the current mass, which may pose a major challenge in preserving our fragile environment.

Although the present energy consumption per capita in India is a fraction of that of most developed nations, but with its projected growth, unless enough measures are taken, it may lead to acceleration of environment degradation, contributing to increased carbon footprint leading to global warming and climate change, resource scarcity and inequitable development.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

fig.3.1.1 Chapter 9Contrubution of emission from each sectors

Buildings

Residential

Commercial

9 29%

32% Appliances

32%

33%

Cooking Space Heating Water Heating Lighting Cooling

7% 9%

12% 16%

Other (IT Equipment, etc.)

2% 4%

24%

Total = 24.3 PWh

Total = 8.42 PWh

Figure 9�4 | World building final energy consumption by end-use in 2010. Source: IEA (2013).

fig.3.1.2 contrubution of emission by building sectors

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017 cities, decreasing household size, increasing levels of wealth and life- discussed separately for heating / cooling and other building energy style changes, including an increase in personal living space, the types services because of conceptually different drivers. Heating and cooling

3.2 The Zero Net Carbon since the beginning of the green building movement in the 1970s, the design community has focused mainly on increasing the efficiency of operating our buildings reducing the energy consumed (and carbon emitted) in keeping everyone warm (or cool), keeping the lights on, etc.

Both technology and design have improved drastically in the last 50 years, and now Zero Net Carbon (ZNC) is the gold standard for sustainable construction.

A ZNC building is a highly efficient structure that produces renewable energy onsite (typically using photovoltaics), or procures as much carbon-free energy as it needs to operate. ZNC buildings are being constructed globally in almost all climate zones, space types, and sizes, proving the viability of this standard, and their reduced carbon emissions are being documented. projections predicted exponential growth in building operational energy consumption. Following the launch of the 2030 Challenge, each subsequent year projections showed a decrease in energy consumption, and projections flatlined in 2016.

The EIA's 2017 projections predict that building operations will consume less energy in 2030 than in 2005, despite consistent and significant growth in the building sector. With this downward trend, and the increasingly frequent construction of ZNC buildings, the world seems on track for meeting the widely adopted commitment to zero operational carbon emissions by the year 2030.[4]

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fig.3.2.1 IPCC Carbon emissions projection scenarios

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

3.3 Embodied Carbon: Getting to Real Zero Even before a building is occupied and any energy has been used for operation, the building has already contributed to climate change - usually in a significant way. These mostly unnoticed effects are the result of the construction process itself, and include emissions resulting from manufacturing building products and materials, transporting them to project sites, and construction. We refer to this as embodied energy (energy consumed pre-building operation) or embodied carbon (carbon emitted prebuilding operation).

Embodied carbon emissions end upon the completion of construction, while operation al carbon is emitted every day for a building's entire life.

Over the lifespan of a typical building, the cumulative operational emissions almost always eclipse the initial embodied ones, and by the end of the building's life, embodied energy accounts for only a fifth or less of the total consumed by the building.

Even if that same building is constructed to operate twice as efficiently, cumulative operational emissions are still greater than initial embodied ones. (See Figure 3.3.1) Since embodied energy accounts for an average of 20 percent of a building's total energy consumption over its life, it is understandable that the building sector's historic focus has been on operational (instead of em bodied) energy and carbon.[4]

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1.Typical new building (not energy efficient)

40

1a.Typical new building (decarbonized grid)

30

20 2.New net zero building (no operational impact)

10

2a.Retrofit (existing) building (energy efficient) 10 years

20 years

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fig.3.3.1 IPCC Carbon emissions projection scenarios

1.New building mainstream construction

Total CO2e emissions

2.New building efficient construction

Operational carbon

3.New building net-zero Embodied carbon 10 years

20 years

30 years

fig.3.3.2 most of the “green design” to date is about reducing operating energy

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

3.4 COUNTING CARBON: WHAT WE KNOW IT AND HOW WE KNOW IT The embodied impacts of buildings are directly related to materials: both the types of materials chosen and the quantities of materials used.

Evaluating the total embodied carbon of a building is typically done using Life Cycle Assessment (LCA). LCA is a calculation method that integrates data about the amount and types of materials and energy used, the manufacturing processes and associated chemical reactions, with data about emissions for each of these processes. An LCA reports the known environmental impacts resulting from these emissions. LCA data for different products and materials is typically developed by individual manufacturers or trade organizations and is not always publicly accessible. Aside from embodied carbon, LCA identifies a number of other environmental impacts, such as depletion of the ozone layer, creation of smog, and pollution of water, as well as toxicity to human health.[5]

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CRADLE TO GRAVE CRADLE TO SITE disposal

CRADLE TO GATE GATE TO GATE

Material extraction

Manufacturing + Production

use

Construction

end of life

refurbish reuse

CRADLE TO CRADLE recycle/recovery

Fig 3.4.1 Life Cycle Assessment by Simonen (2014)

Understanding of suitable and efficient material for the specific building element

Fig 3.4.2 Embodied energy of material ranked by MJ/kg Page I 39

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

4.Sustainability

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

4.1 Introduction 'Do all your work as though you had a thousand years to live; and as you would if you knew you must die tomorrow.'

- Shakers proverb This traditional view of one aspect of sustainability, setting up a system of human living that can be sustained, leads to one possible definition, which is that any system that yields a product needs to be set up in such a way that the production can be maintained long term, not just short term.

'Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.'

This is what the famous definition of sustainability in the Brundtland Report (World Commission on Environment and Development, 1987: 43) contains the idea that a human system has to be able to be sustained over a long time, indeed for generations, although without explaining how this might be achieved in current industrialized human society.[1]

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Indian context of sustainability From the dawn of civilization, our ancestors were concerned with preservation and sustenance of environment. The ancient Vedas have several references in them on environmental protection, ecological balance, weather cycle, rainfall phenomenon, hydrological cycle and related subjects.

Less than a hundred years ago, industrial revolution came to India and changed many of these traditional sustainable practices in Indian buildings. The insatiable thirst for progress and comfort at any cost, altered the equation with nature forever. Concrete, steel, glass and later plastics became the dominant construction materials, beyond stone and wood of yesteryears. Power supply, artificial lighting, water supply and disposal, and thermal environmental control within built environment, were desired and obtained.

Sustainable buildings have demonstrated reduction in energy and water consumption to less than half of the present consumption in conventional buildings and complete elimination of the construction and operational waste through recycling. The Indian way of life is Aparigraha (minimum possession), conservation (minimum consumption) and recycling (minimum waste). These three attributes are the guiding principles for sustainable buildings as well. With these attributes and its rich heritage, India can make a substantial contribution in this field and eventually lead the world on the path of sustainability.

Developed nations approach to sustainability generally concentrates on energy efficiency through high technology innovations, and use of products, materials and designs with lower embodied energy.

Their green ratings are based on intent, which implies expert inputs and simulation which often can be counter intuitive such as the envisaged load and effective use of energy efficient appliance.[2] Page I 43

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

4.2 Sustainable building design and operation If we want sustainable buildings we have to have sustainable building design. However, this ignores the fact that the impact of the building depends not just on the design but the users.

A sustainable building design is no more than the interface between people and their choice to live in a sustainable way. The building can certainly help people do this, either unconsciously or consciously.

Eg; If the building has low flush toilets (6 l/flush) then it will use less water than a building with oldfashioned toilets (13.5 l/flush). A building near public transport stops could encourage less resource use by being conveniently placed but users would have to make a conscious decision to use this 'designed' convenience. In contrast, the Shard in London, with its minimal parking spaces, appears to force users to come by public transport, but could just lead to them choosing to park the car somewhere else (Londontown, 2015). Thus the best sustainable design can do is to support sustainable behaviour. [1]

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Issues

The resources are the input from the sun and the Earth and the consumers are the Earth's inhabitants (flora and fauna). We might also note that the planet has two types of resources, those that are replenished in some type of short-term cycle, such as food crops and timber, and those which when once extracted and consumed cannot be replenished except at scales of geological time, such as coal and oil. The real problem in measuring sustainability comes from two factors - the dominance of human beings and the fact that resources are not allocated on a global basis but depend on national boundaries.

Thus the simple problem of how many people and other living beings the planet can support is complicated by the fact local solutions are needed to this global problem.[1]

4.3 Awareness for present and future society

Page I 45

ADULTS (present)

CHILDREN (future)

Public events and exhibitions space that introduce people to the concept of sustainability and its benefits.

Education for sustainability should begin very early in life.

In the early childhood period, children develop their basic values, attitudes, and habits, which may be long-lasting. As early childhood education is about laying a sound intellectual foundation for development and lifelong learning, it has an enormous potential in fostering values that support sustainable development. [ 3 ]

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

5.Case study

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

International Green School Bali - Curriculum Overview 2021-2022 Early year Curriculum • • • • • • •

Page I 48

connecting and learning in Nature social-emotional development physical development learning through play community integration projects literacy and numeracy skill development, life-skills and values

6 | Green School Bali - Early Years Curriculum Overview 2021-2022 Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Primary school Curriculum THEMATIC Thematic learning in the Primary School follows an arc of discovery designed using the principles of permaculture. These thematics are explored differently in each grade, but follow a carefully designed sequence which allows children to build an understanding of their community, to feel at home in their space, to develop an understanding.

PROFICIENCY The Proficiency frame focuses on core, discrete intellectual competencies that require repetition and practise to reach proficiency, namely in Literacy, Maths and Bahasa Indonesia. Green School has developed its own curriculum in literacy and math that breaks away from grade groups but still follows the natural sequence of skill development for student success. Students know their skills and how to advance them to the next level. Attention to detail for individual learners maximises success in this frame.

EXPERIENTIAL Experiential learning at Green School is the “handson, getting dirty” part of Green School. Whether it means working in the school gardens, creating art, building out of bamboo, learning first aid, or carrying out work experience, you will find students exploring and problem solving around the campus and around Bali. Students in every Learning Neighbourhood engage in real-world practical projects that deepen their understanding of their physical place in the world. In primary, experiential learning involves a number of components - specialist programs, student-led projects and elective activities.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Middle school Curriculum THEMATIC FRAME Thematic units inspire students through relevant concepts and real-world experiences. Thematic lessons are holistic in that they engage multiple styles of intelligence and learning.The Middle School delivers Thematic units based on the United Nations’ Sustainable Development Goals (SDG). A termlong unit, looking at one SDG, will see the students focusing on the goal from a science, social studies, wellbeing and entrepreneurial perspective.

PROFICIENCY FRAME The Proficiency Frame focuses on core, discrete intellectual competencies that require repetition to reach proficiency, namely in Science, Literacy and Mathematics. Green School has developed its own curriculum in Science, Literacy and Mathematics that still follows the natural sequence of skill development for student success.

EXPERIENTIAL FRAME In Middle School, the Experiential Frame has three elective components - Physical, Art and Jalan-Jalan.

The Middle School delivers Thematic units based on the United Nations’ Sustainable Development Goals (SDG). A term-long unit, looking at one SDG, will see the students focusing on the goal from a science, social studies, wellbeing and entrepreneurial perspective. All of the MS Thematics focus on inquiry based learning by providing students Page I 50

with regular opportunities to ask ‘Big Questions’ - students become adept at searching for

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

and postulating answers to real-world issues and the global goals.

High school Curriculum THEMATIC FRAME Each block in the high school includes thematic modules that are planned carefully to ensure that students experience complex topics or skills through a thematic lens. For example, High School students may take a thematic course that examines drugs and how they affect wellbeing, using contemporary films, reflections from both medical experts and drug abusers, research, textbooks, and popular culture to examine both the biological aspects of drugs and ethical considerations.

Proficiency Frame In High School, proficiency both stands alone and is woven into most Thematic Lessons especially in English, Mathematics, Bahasa Indonesia, Science, and Arts courses rather than addressed as a specific frame each day. The purpose is to ensure that students experience topics and subject content as well as develop skills in an integrated way simulating work and real life scenarios.

Experiential Frame In high school, experiential learning is everywhere, and most recognized in the student-led initiatives such as Bye Bye Plastic Bags, the Bio Bus and GS Green Generation. In addition to specific experientialbased classes, High School students also have a four hour period each week focusing on experiential learning, service work and life skills development called Jalan Jalan (Go Traveling) Wednesdays.

Jalan Jalan is the cornerstone of the experiential frame in high school. This extended period of time each Wednesday is dedicated to hands-on projectbased learning opportunities, such as Biobus soap making and oil collection, ocean and beach surveys or clean-ups and outdoor ed selections such as surfing and mountain biking.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

6.Site selection

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Site selection criteria: 01 Away from the high density public and commercial space.

Karnataka.

Mysuru.

Demographic Data Area 837.92 km²

Male Population 688040

Nearest airport & distance Mysore Airport, 4.65 km

Population (2020) 1366629

Female Population 678589

Nearest Railway Station & Distance ASHOKAPURAM, 1v.03 km

Population Density 1630 people per km²

Climatic zone hot semi-arid climate

Sex ratio

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Mysore: well known for the education institutions from the ages, clean city projects, a heritage city, and the growing city in Karnataka. Situating this project will act as a representation or a model for Mysore city and showcase the idea of sustainability.

s i te

Pa l a c e C ha m un di bet t a

Mysore city

0M

800M

2400M

Manas

agang

otri ro ad

N

Site at 0.5 km radius Page I 55

site

k uk k arahalli lake

N

0M

100m

300m

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Page I 56

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

N

0M

11

14

17

20

21

75m

8

22

7

10

13

18

6

16

12

9

15

225m

19

5 4

24

3

23

25

26

2

1

sit e

Existing buildings aroung site

1.Dept of horticulture 2.Academic staff college 3.University guest house 4. Dr.B.R.Amebedkar ug student hostel 5.DOS in Micro biology 6.DOS IN sansscrit ancient history 7.National science history study center 8.DOS in law and statistics 9.Humanities block 10. DOS in microbilogy,computer science and bio technology 11.DOS in chemistry 12.DOS in law 13. E.M.M.R.C building 14.DOS in physics 15.Manasagangotri Library 16.Kuvempu institute of kannada studies 17.Zoology and genetics 18. Jayalakshmi vilas palace 19. Jayalakshmi vilas palace 20. DOS in geology 21. DOS in History and M.E.S 22. international school of information managment 23. senate bhavan and CIST 24. hostel 25. cricket stadium 26. open air theatre

Legends

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N

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

0M

25M

1

75M

5

3

4

1 2

Existing buildings in the site

1.Mushroom culture area 2.mushroom and silk worm storage area 3.Meeting hall 4.Guest house 5.Office block

Legends

Site selection criteria: 02 Area with educational history.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

For a safer learning environment and to keep up the identity of the place, an educational history is a good idea.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Site selection criteria: 03 Existing agricultural or nursery activities in the site.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

The presence of existing curriculum components like agricultural practices and nursery development enables schools to automatically incorporate them into their curriculum.

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Site selection criteria: 04 Part of the ecological corridor.

Kukkarahalli Lake is situated in the campus of University of Mysore, Mysore with total surface area of 49 hectare, 1.72*10^ 6 m, in volume, with a mean depth of 3.5m and maximum depth of 8m. The lake has got 2 arches of bundhs bearing thrust of water with catchment area of 4.14 sq Km, in range of 55 hectare and foreshore area measuring about 13 hectare comprising woody vegetation, mixed forestry and scrub vegetation.

For the convenience lake has been divided into 4 zones viz., North, South, East and West zones. Aquatic life of lakes plays several important roles in the aquatic communities. The sampling of aquatic macrophytes is the most important aspect in the studies related with them as the distribution and biomass of aquatic macrophytes is highly variable. A total of 78 were identified and catalogued to 41 families of angiosperm, of which 59 genus and 66 species are dicotyledons, 14 genus and 15 species are monocotyledons, 3pteridophytes and 1 charophyte.[1]

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Being a part of an ecological corridor is a way to understand and have a connection to the local ecology and its lifecycle as part of the curriculum.

Kukkarahalli birds 1

Lettle Grebe (5) Pelicans 2 Spot-billed Pelican (21) Cormorants/Shags 3 Little Cormorant (28) 4 Indian Shag (27) 5 Great Cormorant (26) Daters 6 Darter (29) Herons, Egrets & Bitterns 7 Little Egret (49) 8 Grey Heron (35-36) 9 Purple Heron (37-37a) 10 Large Egret (45-46) 11 Median Egret (47,48) 12 Cattle Egret (44) 13 Indian Pond-Heron (42-42a) 14 Little Green Heron (38-41) 15 Black-crowned Night Heron (52) 16 Yellow Bittern (57) Storks 17 Painted stork (60) 18 Asian Openbill-Stork (61) 19 Lesser Adjutant-Stork (67) Ibises & Spoonbills 20 Glossy Ibis (71) 21 Oriental White Ibis (69) 22 Black Ibis (70) 23 Eurasian Spoonbill (72) Swans, Geese & Ducks 24 Lesser Whistling-Duck (88) 25 Cotton Teal (114) 26 Spot-billed Duck (97-99) 27 Northern Shoveller (105) 28 Northern Pintail (93) 29 Garganey (104) 30 Common Teal (94) Hawks, Eagles, Buzzards, Old World Vultures, Kites, Harriers 31 Oriental Honey-Buzzard (129-130) 32 Black-shourldered Kite (124) 33 Black Kite (132-134) 34 Brahminy Kite (135) 35 Egyptian Vulture (186-187) 36 Crested Serpent-Eagle (196-200) 37 Western Marsh-Harrier (193) 38 Shikra (137-140) 39 Eurasin Sparrowhawk (147-148) 40 White-eyed Buzzard (157) Pheasants, Partidges, Quails 41 Grey Fancolin (244-246) 42 Jungle Bush Quail Rails, Crakes, Moorhens, Coots 43 White-breasted Waterhen (343-345) 44 Baillon's Crake (337) 45 Ruddy-breasted Crake (339-340) Page I 63

46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89

Purple Moorhen (348-349) Common Moorhen (347-347a) Common Coot (350) Jacanas Pheasant-tailed Jacana (358) Bronze-winged Jacana (359) Painted-Snipes Greater Painted-Snipe (429) Plovers, Dotterels, Lapwings Little Ringed Plover (379-380) Kentish Plover (381-382) Yellow-wattled Lapwing (370) Red-wattled Lapwing (366-368) Sandpipers, Stints, Snipes, Godwits & Curlews Pintail snipe (406) Common snipe (409) Marsh sandpiper (395) Common Greenshank (399) Green Sandpiper (397) Wood Sandpiper (398) Common Sandpiper (401) Ibisbill, Avocets & Stilts Black-winged Stilt (430-431) Stone-Curlew & Stone-Plovers/Thick-knees Stone-Curlew (435-436) Gulls, Terns & Noddies Brown-headed Gull (454) River Tern (463) Whiskered Tern (458) Pigerons & Doves Blue Rock Pigeon (516-517) Little Brown Dove (541) Spotted Dove (537-540) Eurasian Collared-Dove (534) Yellow-legged Green-Pigeon (503-505) Parakeets & Hanging-Parrots Rose-ringed Parakeet (549-550) Cuckoos, Malkohas & Coucals Pied Crested Cuckoo (570-570) Brainfever Bird (573-574) Indian Plaintive Cuckoo (584) Asian Koel (590-592) Small Green-billed Malkoha (595) Greater Coucal (600-602) Owls Collared Scops-Owl (619-624) Eurasian Eagle-Owl (625-627) Mottled Wood-Owl (655-657) Spotted Owlet (650-652) Brown Hawk-Owl (642-645) Swifts Asian Palm-Swift (707-708) Alpine Swift (693-695) House Swift (702-706) Kingfishers Small Blue Kingfisher (722-724)

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Kingfishers Small Blue Kingfisher (722-724) White-breasted Kingfisher (735-738) Black-capped Kingfisher (739) Lesser Pied Kingfisher (719-720) Bee-eaters 93 Small Bee-eater (749-752) 94 Blue-tailed Bee-eater (748) Rollers 95 Indian Roller (755-757) Hoopoes 96 Common Hoopoe (763-766) Hornbills 97 Indian Grey Hornbill (767) Barbets 98 White-cheeked Barbet (785) 99 Coppersmith Barbet (792) Woodpeckers 100 Lesser Golden-backed Woodpecker (818-823) 101 Black-shouldered Woodpecker (858-859) Pittas 102 Indian Pitta (867) Larks 103 Singing Bush-Lark (872) 104 Jerdon's Bush-Lark (874) 105 Ashy-crowned Sparrow-Lark (878) 106 "Oriental /Eastern Skylark (904-909) Indian Small Skylark" Swallows & Martins 107 Common Swallow (916-918) 108 Wire-tailed Swallow (921) 109 Red-rumped Swallow Wagtails & Pipits 110 Forest Wagtail (1874) 111 White Wagtail (15-1890) 112 Large Pied Wagtail (1891) 113 Yellow Wagtail (1875-1880) 114 Grey Wagtail (1884) 115 Paddyfield Pipit (1858-1860) 116 Eurasian Tree Pipit (1854-1855) Cuckoo-Shrikes, Flycatcher-Shrikes, Trillers, Minivets, Woodshirkes 117 Black-headed Cuckoo-Shrike (1078-1079) 118 Small Minivet (1090-1095) 119 Common Woodshrike (1069-1071) Bulbuls & Finchbills 120 Red-whiskered Bulbul (1118-1122) 121 Red-vented Bulbul (1126-1132) 122 White-browed Bulbul (1138-1139) Ioras, Chloropsis/Leafbird, Fairy-Bluebird 123 Common Iora (1097) 124 Jerdon's Chloropsis (1107-1108) Shrikes 125 Brown Shrike (946-950a) 126 Bay-backed Shrike (939-940) 127 Rufous-backed Shrike (946-948) Thrushes, Shortwings, Robins, Forktails, Wheaters 128 Blue-headed Rock-Thrush (1723) 129 Bluethroat (1644-1646a) 130 Oriental Magpie-Robin (1661-1664) 131 Pied Bushchat (1700-1703) Babblers, Laughingthrushes, Babaxes, Barwings, Yuhinas 89 90 91 92

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132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176

Rufous -bellied Babbler (1219-1223) Yellow-eyed Babbler (1230-1232) Large Grey babbler (1258) White-headed Babbler (1267-1268) Goldcrest, Prinias, Tesias, Warblers Streaked Fantail-Warbler (1498-1500a) Ashy Prinia (1515-1518) Plain Prinia (1510-1514) Paddyfield Warbler (1557-1558) Blyth's Reed-Warbler (1556) Indian Great Reed-Warbler (1550-1552) Booted Warbler (1562-1563) Common Tailorbird (1535-1539) Greenish Leaf-Warbler (1602-1605) Common Lesser Whitethroat (1567-1568) Flycatchers Asian Brown flycatcher (1407) Red-throated Flycatcher (1411-1412) Verditer Flycatcher (1445) Tickell's Blue-Flycatcher (1442-1443) Monarch-Flycatchers & Paradise-Flycatchers Asian Paradise-Flycatcher (1460-1464) Fantail-Flycatchers White-throated Fantail-Flycatcher (1454-1459) Tits Great Tit (1790-1797) Flowepeckers Thick-billed Flowerpecker (1892-1894) Tickell's Flowepecker (1899-1900) Sunbirds & Spiderhunters Purple-rumped Sunbird (1907-1908) Purple Sunbird (1916-1918) Munias (Estrildid Finches ) Red Munia (1964) White-throated Munia (1966) Black-headed Munia Spotted Munia (1974-1975) Sparrows & Snowfinches House Sparrow (1938-1939a) Weavers Baya Weaver (1957-1959) Streaked Weaver Bird Starlings & Mynas Grey-headed Starling (987-989) Brahminy Starling (994) Rosy Starling (996) Common Myna (1006-1007) Jungle Myna (1009-1011) Orioles Eurasian Golden Oriole (952-953) Black-naped Oriole (954, 956, 957) Black-headed Oriole (958-960a) Drongos Black Drongo (962-964) Ashy Drongo (965-966b) White-bellied Drongo (967-969) Crows, Jays, Treepies, Magpies House Crow (1048-1051) Jungle Crow (1054-1057)

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Kukkarahalli butterflies 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

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COMMON ROSE CRIMSON ROSE TAILED JAY LIME BUTTERFLY COMMON MORMON BLUE MORMON COMMON EMIGRANT MOTTLED EMIGRANT SMALL GRASS YELLOW COMMON GRASS YELLOW COMMON JEZBEL PSYCHE COMMMON GULL PIONEER SMALL ORANGE TIP PLAIN ORANGE TIP CRIMSON TIP WHITE ORANGE TIP YELLOW ORANGE TIP GREAT ORANGE TIP COMMON WANDERER COMMON EVENING BROWN COMMON PALMFLY BAMBOO TREEBROWN COMMON BUSHBRWON NIGGER COMMON FOURRING TAWNY COSTER COMMON LEOPARD CHESTNUT-STREKED SAILER COMMON SAILER COMMON BARON

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

GAUDY BARON 65 DARK CERULEAN ANGLED CASTOR 66 COMMON CERULEAN COMMON CASTOR 67 COMMON LINEBLUE YELLOW PANSY 68 TAILLESS LINE BLUE BLUE PANSY 69 RED PIERROT LEMON PANSY 70 COMMON SILVERSLINE PEACOCK PANSY 71 INDIAN RED FLASH GREY PANSY 72 SLATE FLASH CHOCOLATE PANSY 73 INDIAN SUNBEAM GREAT EGGFLY D DANAID EGGFLY 74 COMMON BANDED AWL BLUE TIGER 75 BROWN AWL DARK BLUE TIGER 76 COMMON SPOTTED FLAT PLAIN TIGER 77 COMMON SMALL FLAT STRIPED TIGER 78 SPOTTED SMALL FLAT INDIAN COMMON CROW 79 INDIAN SKIPPER DOUBLE BRANDED CROW 80 BUSH HOPPER APE FLY 81 CHESTNUT BOB COMMON PIERROT 82 GIANT REDEYE ROUNDED PIERROT 83 COMMON REDEYE ZEBRA BLUE 84 RICE SWIFT BRIGHT BABUL BLUE INDIAN CUPID PALE GRASS BLUE DARK GRASS BLUE LESSER GRASS BLUE TINY GRASS BLUE LIME BLUE PLAINS CUPID GRASS JEWEL GRAM BLUE PEA BLUE

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Page I 66

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

7.Site analysis

Page I 67

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

158 M

A

18 3 M

B`

164 M

B

A`

C

C` E

D

D` F

M a n a s a g a n go t h r i ro a d

N

30M

F` 16

153 M

0M

E`

J o g i n g t ra c k

90M

Area

7.1 acres 29080 sqm

slope

10 m drop

land use public open space public garden and open space Page I 68

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

762M

763M

764M

765M

766M

767M

768M

769M

770M

771M

772M

site dimension,slope,land use and site section

SECTION AA

SECTION BB

SECTION CC

SECTION DD

SECTION EE

SECTION FF Page I 69

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Results obtained from QGIS

N

0M

30M

90M

Data fom QGIS Page I 70

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

762M

763M

764M

765M

766M

767M

768M

769M

770M

771M

772M

Hydrology

Water catchment calculation i Average rainfall

776.7 mm (697- 904) is the average rainfall of the year gov of water resourse central ground water board

ii Run off coefficient 1.park/cemetenies 2.Bare packed soil 3.cultivated rows 4.pasture soil

0.10 -0.25 0.30-0.60 0.20 - 0.40 0.15-0.45

Coeffecient value obtained KSCST manual

Area -

A1=1.7 acres; Im1=0.10 -0.25 A1=1.5 acres; Im1=0.30-0.60 A1=3.6 acres; Im1=0.20-0.40 A1=0.3acres; Im1=0.15-0.45 I = (A1IM1+A2IM2+A3IM3+A4IM4)/(A1+A2+A3+A4) I = [1.7(0.10)+1.5(0.3)+3.6(0.2)+0.3(0.15)]/7.1 I=0.195 I=0.195 Run off coeffecient

iii Total Average rain in mm 776.7mm

X

Area m2 29080

X

Run off coeffecient 0.195

6778548 L

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Insolation analysis

N

0M

30M

90M

High heat gain

Low heat gain

Data fom QGIS Page I 72

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Solar heat gain in kWh

Daylight hours

Shadow analysis

Summer solstice

winter solstice

Data obtained from REVIT

summer solar study (april to june) Page I 73

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Wind analysis

Page I 74

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Data from meteoblue windrose Page I 75

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Vegetation

N

0M

30M

90M

Amla tree

jackfruit

Gulmhor tree

jamun tree

sapodialla

seasonal crop

coconut tree

Banyan tree

Nursery

arecanut and betel Page I 76

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Nursery

Coconut tree

Amla tree

Seasonal crop

Sapodialla

Arecanut and betel

Banyan tree

Jackfruit

Gulmhor tree Page I 77

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

8.Program development

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

School Curriculum

secondary Agro activies

Tertiary Agro activities

-spillover space -courtyards -open spaces or spaces which are engaged during the breaks

LIFE CYCLE

OD

CL OT H

-large area which are close to visibility to daily activities -easy access to the lab/workshop space -backyard spaces

FO

ING

primary Agro activies -main circulation spaces -entries area or lobby -sub corridor pathways

SHELTER

cotton plantion and processing

permanent part of the building Animal husbandry and wool extraction

vermiculture and silk extraction Page I 80

Temporary part of the building

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

-Quality of space for the specific activities -Visual comfort -Acoustic comfort -Air quality -Water quality

-Selection of the material -Maintenance of the building.

-End of the cycle -Understanding embodied energy of the selected material -Availability of the material

Life cycle and operation of the building

Health & wellbeing of children & staff

Environmental & Sustainable curriculum Proposed sustainable school

High school

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More structured space

+

LIFE CYCLE

OD

mid school

FO

primary school

less structured space

CL OT H

pre school

ING

SITE

SHELTER

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Master plan level program

Public space

-Food stalls -joggers sitting area -cycle stand -landscape that represents the idea of school activites and nursery .

School Program Life cycle and operation of the building

Health & wellbeing of children & staff

Environmental & Sustainable curriculum

school curriculum and life cycle program

Food Clothing Shelter

SITE

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

AREA STATEMENT SL NO HEADING

Program

ZONE

NUMBER OF PEOPLE TENTATIVE AREA SQM

1.Office block 1;1 Admin block 1;2 Office 1;3 staff lounge 1;4 Printing area 1;5 conference rooms 1;6 Restrooms 1;7 Store rooms 1;8 Janitor rooms 1;9 Pantry 1;10 principal chamber

25 25 30 6 25 10 10 25 20 10 186

2.Semi public area

2;3

Seminar hall AV room Library

2;4

Discussion Room

2;1 2;2

60 20 300 25 405

2;5 2;6

3.PUBLIC AREA AUDI cafe parking Exhibition

400 150 18 cars

560 200 230 150

4.School Curriculum

1 Stage

Age Grades

Early year 2.6 to 5.6 years pre nursery

LKG

UKG

NO.OF INTAKE

30

30

30

Goals according to Green school indoor space AREA

outdoor space

-Foster connections that practice ecology to develop empathy with the nature world and encourage feelings for creature.

-Rapid physical/intellectual development Activities learning and creation (shapes,numbers, speaking,singing) AV room storage (toys,playthings etc) (30 Sq.m)x3=90 Sq,m 15x2=30 Sq.m Gardening(observation of plants,watering,collecting flowers) Livestock observation playground

washroom 25

10

AREA

2 Stage

Age Grades NO.OF INTAKE

Goals according to Green school

Primary school 6.6 to 10.6 years 1st

2nd

3rd

4th

30

30

30

30

-Thematic learning in the Primary School follows an arc of discovery designed using the principles of permaculture. These thematics are explored differently in each grade, but follow a carefully designed sequence which allows children to build an understanding of their community, to feel at home in their space, to develop an understanding.

-literacy and math that breaks away from grade groups but still follows the natural sequence of skill development for student success.

- working in the school gardens, creating art, building out of bamboo, learning first aid, or carrying out work experience, you will find students exploring and problem solving around the campus and around Bali. Students in every Learning Neighbourhood engage in real-world practical projects that deepen their understanding of their physical place in the world.

Activities

indoor space AREA

outdoor space

3 Stage

Age Grades NO.OF INTAKE Goals according to Green school

learning and creation (30 Sq.m)x4=120 Sq,m Gardening

AV room 15x2=30 Sq.m nursery workshop

workshops 40

Middle school 10.6 to 13.5 years 5th

6th

7th

30

30

30

-Thematic lessons are holistic in that they engage multiple styles of intelligence and learning -Frame focuses on core, discrete intellectual competencies that require repetition to reach proficiency, namely in Science, Literacy and Mathematics -curriculum in Science, Literacy and Mathematics that still follows the natural sequence of skill development for student success.

Activities

indoor space AREA

outdoor space

learning and creation (30 Sq.m)x3=90 Sq,m Gardening

AV room 15x2=30 Sq.m Nursery workshop

workshops 40

AREA

4 Stage

Age Grades NO.OF INTAKE Goals according to Green school

high school 13.6 to 16.5 years 8th

9th

10th

30

30

30

-the high school includes thematic modules that are planned carefully to ensure that students experience complex topics or skills through a thematic lens -The purpose is to ensure that students experience topics and subject content as well as develop skills in an integrated way simulating work and real life scenarios.

-experiential learning, service work and life skills development Activities

indoor space AREA

outdoor space

learning and creation (30 Sq.m)x3=90 Sq,m Gardening

AV room 15x2=30 Sq.m workshop

workshops

washroom 40

12

playground court

AREA

labs (physics,chem,bio,comp)

TOTAL SITE AREA Builable Non buildable (park and open space)

Total built area circulation 20%

Existing built Total unbuilt area 2 courts open playground parking

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75x4=300 Sq.m 28,800 16,800 12,000

2500 500 3000 662

700 300 230 1230

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

CONCEPT

public space Delineated area for school

Agriculture/nursery

Building respose to the terain

Building orientation north south providing shaded circulation space

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Initial concept sketch which represents the idea of terrain response and defined activities in the respective level

schematic idea of encloser of the space and movement in the building Page I 85

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

MASTER PLAN

Legends 1.Existing building with existing program 2.play ground 3.parking 4.exhibition space 5.nursery commercial building 6.nursery area 7.preschool 8.school building 9.water reservoir

N

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0M

10M

30M

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

1

2 3 7

4

6

5

8

9

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Plan at level +772m Legends 1.Discussion room 2.principal chamber 3.library 4.lab 5.roof garden 6.preschool and kindergarden 7.caretakers room 8.toilet

N

9M

3M

0M

1

2 3 7

4

5

6

8

9

key plan

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

6 6

7 7

6 6

6 6

8 8

1 1 2 2

Legends 1.Discussion room 2.principal chamber 3.library 4.lab 5.roof garden 6.preschool and kindergarden 7.caretakers room 8.toilet

3 3

5 5

plan at level +772m

N

0M

3M

9M

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

4 4

4 4

4 4

Plan at level +768m Legends 1.office 2.office pantry 3.meeting room 4.staff room 5.primary class room 6.toilet 7.higher primary classroom 8.staff room 9.high school classroom 10.staff room 11.workshop 12.canteen 13.OAT 14.canteen siting space

N

9M

3M

0M

1

2 3 7

4

5

6

8

9

key plan

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

6

5

7 7 13 8

5 5

12 14

9 9

4

1 3

2

9 9

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

10

11

Sections A

B

C

D`

E

E`

A`

B`

C`

key plan

D

key plan

SECTION DD

SECTION EE 0M Page I 92

3M

9M Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

SECTION AA

SECTION BB

SECTION CC Page I 93

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Shadow Analysis

summer solsticeshadow analysis

winter solstice shadow analysis

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Insolation Analysis

summer solstice insolation analysis at level 6m

summer solstice insolation analysis at level 9m

summer solstice insolation analysis south-east facade

summer solstice insolation analysis south-west facade

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Insolation Analysis

winter solstice insolation analysis at level 6m

winter solstice insolation analysis at level 9m

winter solstice insolation analysis south-east facade

winter solstice insolation analysis south-west facade

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Wind Analysis west winds

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east winds

Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

Renders

Entry view to the school building

View from library over looking courtyard and lake

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

West view of the School building

view from nursery to school building

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

10. References/ Bibliography chapter 2 : climate change

1 "Climate Change 2021 The Physical Science Basis by intergovernmental panel on climate change (2021)"

chapter 3 : carbon footprint

1 M. Mani, B.V. Venkatarama Reddy, Sustainability in human settlements: imminent material and energy challenges for buildings in India, Journal of the Indian Institute of Science 92 (2012) 145–162.

2 MoEF, Government of India, Ministry of Environment and Forest, Indian Network for Climate Change Assessment, India: Greenhouse Gas Emissions 2007, MoEF, Government of India, Ministry of Environment and Forest, 2010, Retrieved on March 2013 from moef.nic.in/ sites/default/files/ReportINCCA.pdf 3 MoSPI, Government of India, Ministry of Statistics and Programme Implementation, National Statistical Organization, Central Statistics Office, Energy Statistics, MoSPI, Government of India, Ministry of Statistics and Programme Implementation, National Statistical Organization, Central Statistics Office,2013, Retrieved on November 2013 from mospi.nic.in/ mospi new/upload/Energy Statistics 2013.pdf?status=1& menu id=216.

4 The New Carbon Architecture: Building to Cool the Climate, author-bruce king,published 2017 5 Unravelling sustainability and resilience in the built environment

chapter 4 : sustainability 1 2 3

Unravelling sustainability and resilience in the built environment National building code The United Nations’ Sustainable Development Agenda, adopted in 2015)

chapter 5 : case study

International Green School Bali - Curriculum Overview 2021-2022

chapter 5 : site selection

1 Ecological studies on wetland vegetation and their diversity in Kukkarahalli Lake at Mysore, Karnataka 2 https://www.mysorenature.org/inside-mysore/kukkarahalli/spiders-of-kukkarahalli

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017

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Chandan S Bhat | 4CM17AT011 | Semester 09 | Undergraduate Architectural Thesis | Batch 2017