How can we reduce the carbon footprint of practical work? This is what the four winning students from the Industry section of the Arts et Métiers Ceremony Arts et Métiers Energy Transition, organized bythe Student Union, worked on.
Reducing the carbon impact of practical work carried out by engineering students
Alice Juan, Raphaël Julien-Laferrière, Juliette Langrognet, and Lucas Stoppa were students entering their second year when they decided to propose a project on the theme of "Industry" as part of CAMTE. They chose to work on reducing the carbon footprint of the workshops that house the industrial equipment on the Metz campus.
They explain: " We started by talking to technicians, teachers, and engineers to get an overview of how things work and the issues involved. Then we decided to focus on first-year practical work that involves all the processes. "
Carbon impact analysis and proposal of more energy-efficient solutions
The winners also calculated the CO2 equivalent carbon footprint emitted over the course of a year by the practical training: " Ms. Chevret, our teacher advisor, directed us to a life cycle analysis tool applied to the practical training course of a first-year student. The study was broken down workshop by workshop. We identified the elements that emitted the most carbon, following a life cycle inventory and a simplified life cycle analysis, and proposed solutions to the teachers in charge, such as greater interdependence between practical training courses. "
Solutions that have already been implemented in welding practicals. This is a key factor for students who are keen to propose realistic solutions:
The idea is to propose changes that are not too restrictive and have been approved by the teachers and technicians concerned. The proposals must be accepted in order for them to be sustainable.
Bringing future student projects on sustainable development to the fore
The issue of passing on their knowledge is a concern for them in every respect: " We want to set up a collection point for technical equipment in the student residence so that it can be recycled. We are also considering holding a workshop to raise student awareness of the environmental cost of industrial activities so that they can bring this awareness with them when they enter the workforce. Finally, we have compiled a list of possible topics so that other students can find inspiration in the years to come."
Reducing the carbon footprint of buildings: a second project on campus
Although Bérénice Bembnista, Daphné Parlebas, Cassandra Prudnikov, and Margaux Renouf did not win any prizes, they nonetheless worked on reducing the carbon footprint of buildings by optimizing the heating system in technical halls, raising awareness among campus users about energy consumption in buildings, and raising awareness among students about energy consumption in student residences.
Like their counterparts, they proposed technical solutions and user awareness initiatives. What were these? For example: a system to bring hot air down from the halls and the implementation of widgets on campus computers to display energy consumption in real time (a measure that should encourage users to adopt more energy-efficient behavior).
In addition, their work has led to the installation of connected temperature sensors in key locations, enabling more precise management of hall heating.
