Virtual plants - integrating architectural and physiological models

Recent advances in computer technology have made it possible to create virtual plants by simulating the details of structural development of individual plants. Software has been developed that processes plant models expressed in a special purpose mini-language based on the Lindenmayer system formalism. These models can be extended from their architectural basis to capture plant physiology by integrating them with crop models, which estimate biomass production as a consequence of environmental inputs. Through this process, virtual plants will gain the ability to react to broad environmental conditions, while crop models will gain a visualisation component. This integration requires the resolution of the fundamentally different time scales underlying the approaches. Architectural models are usually based on physiological time; each time step encompasses the same amount of development in the plant, without regard to the passage of real time. In contrast, physiological models are based in real time; the amount of development in a time step is dependent on environmental conditions during the period. This paper provides a background on the plant modelling language, then describes how widely-used concepts of thermal time can be implemented to resolve these time scale differences. The process is illustrated using a case study. (C) 1997 Elsevier Science Ltd.

Linking physiological and architectural models of cotton

Despite the strong influence of plant architecture on crop yield, most crop models either ignore it or deal with it in a very rudimentary way. This paper demonstrates the feasibility of linking a model that simulates the morphogenesis and resultant architecture of individual cotton plants with a crop model that simulates the effects of environmental factors on critical physiological processes and resulting yield in cotton. First the varietal parameters of the models were made concordant. Then routines were developed to allocate the flower buds produced each day by the crop model amongst the potential positions generated by the architectural model. This allocation is done according to a set of heuristic rules. The final weight of individual bolls and the shedding of buds and fruit caused by water, N, and C stresses are processed in a similar manner. Observations of the positions of harvestable fruits, both within and between plants, made under a variety of agronomic conditions that had resulted in a broad range of plant architectures were compared to those predicted by the model with the same environmental inputs. As illustrated by comparisons of plant maps, the linked models performed reasonably well, though performance of the fruiting point allocation and shedding algorithms could probably be improved by further analysis of the spatial relationships of retained fruit. (C) 2002 Elsevier Science Ltd. All rights reserved.

Design, Science and Conceptual Analysis

Philosophers expend considerable effort on the analysis of concepts, but the value of such work is not widely appreciated. This paper principally analyses some arguments, beliefs, and presuppositions about the nature of design and the relations between design and science common in the literature to illustrate this point, and to contribute to the foundations of design theory.

School Science Lessons

This website is linked to UNESCO.org and is free to download for educational purposes. It contains a database of school science experiments and investigations in physics, chemistry, biology, astronomy, geology, weather studies, agriculture projects for primary and secondary schools; and sexuality education and drugs education. It is based on a revision, updating and expansion of the "New UNESCO source book for science teaching", 1979 edition, UNESCO, Paris. It contains experiments from the "low cost" science teaching movement, simplified versions of classical experiments, experiments using locally available substances and kitchen chemicals, and environmental science. Some experiments anticipate experiments usually done in senior high school or college classes. The experiments should be "student-friendly" and "teacher-friendly" because there is no overwhelming technology. Enough theoretical background is included to remind teachers of the theoretical context of the experiment. Every experiment is based on materials listed in a modern commercial catalogue of chemicals and equipment for use by educational institutions. The procedures and safety standards are consistent with instructions issued by Education Queensland (Ministry of Education), State of Queensland, Australia.