How do the Energy Scheming and the Re-Cycling Exercise fit into courses with these approaches to complexity?
Figure 3 diagrams one possible schematic learning process for each of these four generalized approaches to learning complexity. While no single exercise will be appropriate to every course, the diagram illustrate for each course a place in the learning process where whole building simulation, as used in the Re-Cycling exercise, might be applied. In courses using additive layering, simulation could come into play once a certain level of complexity had been achieved. While an individual building element could be simulated with Energy Scheming, the Re-cycling exercise focuses on the whole building, so any additive approach could use the Recycling exercise near the end, when the whole building complexity would be engaged. Alternatively, another set of exercises could be designed to maximize the additive approach. For course that move from parts to synthesis, both the parts and the synthesis can be studied with Energy Scheming, but again, only the synthesis phase would fit well with the con
