MABY5430 Foundation Solutions Emneplan

Foundations are the part of structures to transfer loads from the superstructure to the underlying soil and rock. The foundation design requires the fundamental understanding of soil and rock mechanics and therefore has been one major task for geotechnical engineers. This course starts with the topics regarding the foundation type and design principle and presents analysis and design methods for different foundation types under axial and lateral loading conditions. In addition, great focus is put on the application of industrial standard such as Eurocode 7 and numerical methods into the foundation design where students and lectors work through several worked examples together. Some other topics such as foundation construction and foundations on the special grounds are also briefly introduced in this course.

Two internal examiner. (External examiners are used regulary).

The rapid advancement of digital twins, machine learning, and optimization methods is transforming sustainable building design. These technologies enable precise prediction and analysis of energy consumption, occupant comfort levels such as Predicted Percentage of Dissatisfied (PPD), and environmental impacts. Tools such as Life Cycle Assessment (LCA) provide critical insights into the long-term sustainability of building materials and design choices. Genetic Algorithm (GA) optimization identifies solutions that balance energy efficiency, comfort, and environmental performance. These innovations address the demands of climate adaptation and resource efficiency, fostering robust and sustainable design strategies.

This course aims to equip students with the knowledge and skills necessary to address complex challenges in designing energy-efficient, climate-resilient, and sustainable building envelopes. The course emphasizes the integration of advanced technologies with traditional building physics principles, exploring the interaction between materials, components, and environmental impacts. Building on foundational insights from MABY4200 Building Physics and Climate Adaptation of Buildings and MABY4700 Life Cycle Assessment for Built Environment, the course combines theoretical frameworks with practical applications. Students will learn to use digital twins, machine learning, and optimization methods alongside sustainability assessments and life cycle analyses to create innovative and efficient building solutions. The following topics are addressed in particular:

• Digital twin technology for predicting and optimizing energy performance and occupant comfort.
• Machine learning for forecasting energy use, occupant discomfort (e.g., PPD), and environmental impacts.
• Genetic algorithm (GA) optimization to balance energy efficiency, comfort, and sustainability in building design.
• Life cycle assessment (LCA) for evaluating environmental impacts and improving design decisions.
• Relevant standards and regulations.
• Principles of zero emission buildings, passive- and plus-house building design.
• Integration of building physics principles in the holistic design of building envelopes.
• Thermal storage in conventional and innovative building materials (e.g., PCMs).
• Dynamic building energy simulations.

None.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The student has

• in-depth knowledge of the relationship between problem understanding and the development of measures
• in-depth knowledge of leading professional development and guidance, including factors that influence these development processes
• in-depth knowledge of innovation and knowledge development
• in-depth knowledge of ethical considerations related to innovation and professional development

Skills

The student can

• critically analyse standardised assessment tools and practices
• involve children, young people and families in development and innovation projects, and reflect on the ethical aspects of user involvement in such processes
• lead and guide professional development at an individual level and at service levels

General Competence

The student can

• contribute to new thinking and innovation processes
• apply their knowledge and skills to implement research and experience-based knowledge as part of the development and quality improvement of services and measures
• compile knowledge about methods and measures in relation to the need for changes in service and professional practice

The teaching takes place with in-person attendance on campus, and the working methods vary between lectures and student-active learning methods.

Project report prepared in groups of 2 students, approx. 80 - 100 pages (excl. appendices).

The exam can be appealed.

All aids are permitted, as long as the rules for source referencing are complied with.

Grade scale A-F.