Guillaume Habert: Catalogue data in Autumn Semester 2024 |
| Name | Prof. Dr. Guillaume Habert |
| Field | Sustainable Construction |
| Address | Inst. Bau-&Infrastrukturmanagement ETH Zürich, HIL F 28.1 Stefano-Franscini-Platz 5 8093 Zürich SWITZERLAND |
| Telephone | +41 44 633 05 60 |
| habert@ibi.baug.ethz.ch | |
| Department | Civil, Environmental and Geomatic Engineering |
| Relationship | Full Professor |
| Number | Title | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0527-10L | Materials and Constructions | 4 credits | 2G | G. Habert, D. M. L. Ardant | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Building materials with a special focus on regenerative materials: earth, bio-based and reuse. Looking at material sourcing, properties and performance, as well as how they are integrated in the buildings (building envelope and detailing). Choice of material is done out of sustainability concern. Comfort, moisture transfer and building physics with hygroscopic materials. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Special focus on regenerative materials: earth, bio-based and reuse The students will acquire knowledge in the following fields: Fundamentals of material performance Introduction to durability problems of building facades Materials for the building envelope: - Overview of structural materials and systems: concrete, steel, stone, earth, wood and bamboo - Insulating materials (bio-based vs conventional) Assessment of materials and components behaviour and performance Degradation risks connected to insulation and post-insulation Aspects of sustainability and durability Special focus on comfort, moisture transfer and building physics with hygroscopic materials will be done. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction Sustainable cement and concrete Earth construction Stone Steel Bamboo Timber construction Building physic and conventional insulation Bio-based insulation and degradation risks with insulation Hygrothermal properties of building materials and dynamic numerical simulations Efficiency and sustainability of modern window glazing Course will have general lectures + hands on lab @home experiments + group project for implementation of regenerative materials. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0577-00L | An Introduction to Sustainable Development in the Built Environment | 3 credits | 2G | G. Habert, A. Komkova | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In 2015, the UN Conference in Paris shaped future world objectives to tackle climate change. This decarbonization strategy is additional to Sustainable Development goals formulated the same year by the UN general assembly. What does that mean for the built environment? This course provides an introduction to the notion of sustainable development when applied to our built environment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the semester, the students have an understanding of the term of sustainable development, its history, the current political and scientific discourses and its relevance for our built environment. In order to address current challenges of climate change mitigation and resource depletion, students will learn a holistic approach of sustainable development. Ecological, economical and social constraints will be presented and students will learn about methods for argumentation and tools for assessment (i.e. life cycle assessment). For this purpose an overview of sustainable development is presented with an introduction to the history of sustainability and its today definition as well as the role of cities, urbanisation and material resources (i.e. energy, construction material) in social economic and environmetal aspects. The course aims to promote an integral view and understanding of sustainability and describing different spheres (social/cultural, ecological, economical, and institutional) that influence our built environment. Students will acquire critical knowledge and understand the role of involved stakeholders, their motivations and constraints, learn how to evaluate challenges, identify deficits and define strategies to promote a more sustainable construction. Notion of environmental justice and regenerative practices will be addressed. After the course students should be able to define the relevance of specific local, regional or territorial aspects to achieve coherent and applicable solutions toward sustainable development. The course offers an environmental, socio-economic and socio-technical perspective focussing on buildings, cities and their transition to resilience with sustainable development. Students will learn on theory and application of current scientific pathways towards sustainable development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The following topics give an overview of the themes that are to be worked on during the lecture. - Overview on the history and emergence of sustainable development - Overview on the current understanding and definition of sustainable development and beyond Methods - Method 1: Life cycle assessment (planning, construction, operation/use, deconstruction) - Method 2: Life Cycle Costing - Method 3: Labels and certification - Method 4: Material Flow Analysis Main issues: - Operation energy at building, urban and national scale - Mobility and density questions - Embodied energy for developing and developed world Values: limits efficiency environmental justice regeneration - Synthesis: Transition to sustainable development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | All relevant information will be online available before the lectures. For each lecture slides of the lecture will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A list of the basic literature will be offered on a specific online platform, that could be used by all students attending the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0608-00L | Design-Integrated Life Cycle Assessment | 4 credits | 2G | G. Habert, F. Belizario Silva, A. Rodionova | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Currently, Life Cycle Assessment (LCA) is applied as an ex-post design evaluation of buildings, but rarely used to improve the building during the design process. The aim of this course is to apply LCA during the design of buildings by means of a digital, parametric tool. The necessary fundamentals of the LCA method will be taught following a lecture on demands approach. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course will follow two main objectives and a third optional objective, depending on the design projects the students’ choose. At the end of the course, the students will: 1. Know the methodology of LCA 2. Be able to apply LCA in the design process to assess and improve the environmental performance of their projects 3. Be able to use the parametric LCA tool and link it to additional performance assessment tools for a holistic optimisation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course will be structured into two parts, each making up about half of the semester. Part I: Exercises with lectures on demand The first six individual courses will follow the “lectures on demand” approach. Small “hands-on” exercises focusing on one specific aspect will be given out and the necessary background knowledge will be provided in the form of short input lectures when questions arise. The following topics will be discussed during the first part: 1) LCA basic introduction 2) System boundaries, functional unit, end of life 3) Carbon budget and LCA benchmarks 4) BIM-LCA, available calculation tools and databases 5) Integrated analysis of environmental and cost assessment 6) Bio-based carbon storage Part II: Project-based learning In the second part, the students will work on their individual project in groups of three. For the design task, the students will bring their own project and work on improving it. The projects can be chosen depending on the students background and range from buildings to infrastructure projects. Intermediate presentations will ensure the continuous work and make sure all groups are on the same level and learn from each other. During this part, the following hands-on tutorials will be given: 1) Introduction to Rhinoceros 6 and 7 2) Introduction to grasshopper 3) Integrated assessment tools (ladybug tools) 4) Introduction to in-house grasshopper plugin for LCA analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | As the course follows a lecture on demand approach, the lecture slides will be provided after each course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A list of the basic literature will be offered on a specific online platform, that could be used by all students attending the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The students are expected to work out of class as well. The course time will be used by the teachers to answer project-specific questions. The lecture series will be conducted in English and is aimed at students of master's programs, particularly in civil engineering and MIBS. No lecture will be given during Seminar week. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 131-0001-00L | Module 1: Global Crises to Local Interventions  Does not take place this semester. | 1 credit | 7G | D. Günther, G. Habert, to be announced | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This learning module navigates the journey from global crises to local interventions by first emphasizing the significance of resilience in DRRS. It then explores global crises through diverse perspectives in the "Framing nested crises" submodule. The subsequent submodules focus on practical skills at the community level and the societal and individual root causes of crises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The "From global crises to local interventions" module is designed to achieve several key learning objectives within the Designing Resilient Regenerative Systems (DRRS) context. Participants will gain a comprehensive understanding of resilience, appreciating its richness and diversity to maximize practical applications within DRRS. The module encourages a multiperspective analysis of global crises, exploring diverse viewpoints influenced by angles, interests, training, geographies, institutions, and worldviews. Emphasis is placed on developing practical skills at the community level, equipping participants to enhance local resilience and response capabilities within the framework of DRRS. This includes identifying and applying skills crucial for mitigating the impact of disasters and promoting community well-being. Furthermore, the module delves into the societal and individual root causes contributing to global crises within the paradigm of DRRS. Participants will learn from experts about strategies to understand and address these root causes, fostering effective intervention at both the societal and individual levels. Through all modules, the course integrates three domains of learning competencies—cognitive, behavioral, and social-mental—interconnected through the individual Quests of the learners. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Centered on the pivotal concept of resilience, the module facilitates a nuanced understanding of its richness and diversity for optimal application in addressing crises. Participants are guided through a multiperspective analysis of global crises, considering various viewpoints influenced by angles, interests, training, geographies, institutions, and worldviews. A significant focus is placed on practical skills development at the community level within the DRRS paradigm. Participants acquire the necessary tools to enhance local resilience and response capabilities, emphasizing mitigating the impact of disasters and fostering community well-being. The module delves into the root causes of global crises at both societal and individual levels, aligning with the principles of DRRS. Experts share insights on strategies to understand and address these root causes, fostering effective interventions that resonate with the DRRS approach. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | See Module 1.1 in MOOC#1 Worldviews - From Sustainability to Regeneration: https://www.edx.org/learn/ethics/eth-zurich-worldviews-from-sustainability-to-regeneration | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | See Module 1.1 in MOOC#1 Worldviews - From Sustainability to Regeneration: https://www.edx.org/learn/ethics/eth-zurich-worldviews-from-sustainability-to-regeneration | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0201-00L | General Knowledge on Hygrothermal Building Physics Does not take place this semester. | 2 credits | 3G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Regenerative Materials can be used to build high- quality envelops and high- comfort environments. The coursepresent the basics of hygrothermal building physics and the state of the art in this field. It gives an overviewof the type of earth- and bio-based materials that can be used and their hygrothermal properties. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Learn the diversity of regenerative materials used for high- quality envelops and high- comfort environments - Learn how to distinguish earth- and bio-based materials based on their hygrothermal properties - Ensure an efficient and durable impact on participants' professional development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course present which Regenerative Materials can be used to build high- quality envelops and high- comfortenvironments. It details the basics of hygrothermal building physics: Evolution of standards and models;Strength and weaknesses of Regenerative Materials; State of the art and market evolution. It also gives anoverview of the of diversity of earth-based materials (plasters, blocs, monolith walls), bio-based materialswith fibers (straw bales, wool and rigid panels,bulk fibers) and low-impact composites (light mixes combininga mineral binder to bio- sourced materials) from resource to implementation, with a synthesis of theirhygrothermal properties and their impact on comfort and energy savings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0202-00L | Constructive Details & Implementation of Regenerative Envelops Does not take place this semester. | 2 credits | 3G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course is focused on constructive details for regenerative materials used to build high-quality envelops and high-comfort environments. The participant are mainly learning through a hands-on workshop during which they will produce different prototypes in small groups. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Apply knowledge from previous course on high-quality envelops built with regenerative materials - Learn how to compare different constructive systems built with regenerative materials to conventional building techniques considering thermal insulation, thermal mass, moisture regulation and air tightness - Ensure an efficient and durable impact on participants' professional development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Small groups a producing different prototypes during a hands-on workshop. Each group design and realize a prototype to explore a specific constructive technique using Regenerative Materials and considering thermal insulation, thermal mass, moisture regulation and air tightness. Monitoring devices will be installed in each prototype. These prototypes are compared to reference prototypes built with conventional building techniques. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0203-00L | Advanced Knowledge on Hygrothermal Assessment Does not take place this semester. | 2 credits | 3G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course offers advanced knowledge on HAM (Heat Air and Moisture) modeling. The most up-to-date simulation models will be presented and used by the participants on real-case projects during simulation workshops. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Learn how to use the most up-to-date HAM simulation models - Learn how to analyse the transient hygrothermal behaviour of an envelope - Learn how to run a digital parametric iteration to optimize an envelope - Ensure an efficient and durable impact on participants' professional development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Advanced knowledge on HAM modeling are presented during simulation workshops: - Transient hygrothermal behaviour: Presentation of relevant software by experts users or developers Presentation of a case study by the HVAC engineers in charge of the calculation Calculation exercises based on this case study - Digital parametric iteration: Presentation of relevant software by experts users or developers Presentation of a case study by the HVAC engineers in charge of the calculation Calculation exercises based on this case study | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0250-00L | Project Work on Hygrothermal Validation Does not take place this semester. | 6 credits | 3G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Based on the content of previous courses, the participant are asked to simulate to analyze the hygrothermal behaviour of a building built with the same constructive technique as their prototype. In addition, they have to reproduce the monitoring conditions of their prototypes and compare measurements to simulation results. The result and discussion is presented in front of a jury. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Apply knowledge from previous courses on a case study - Learn how to compare measurements to simulation results - Enhance communication skills concerning high-quality envelops built with regenerative materials | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0301-00L | General Knowledge on Structural Analysis Does not take place this semester. | 3 credits | 4G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0302-00L | Constructive Details & Implementation of Regenerative Structural Systems Does not take place this semester. | 3 credits | 4G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0303-00L | Advanced Knowledge on Structural Assessment Does not take place this semester. | 3 credits | 4G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 136-0304-00L | Project Work on Structural Validation Does not take place this semester. | 3 credits | 4G | G. Habert | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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