WPCK 2BVU ZRoman 10cpi Italic 5xxxh5x*f9 hXHEpson LQ-510EPLQ510.PRSx*f9 hOuXH2 79I#|x 3'3'Standard3'3'Standard6Q-510Q,eҰ Plant Anatomy 2nd Hourly Exam * You are free to use any resources available to respond to this exam problem, EXCEPT the resources of your colleagues in this class (including their mental resources). That is, you are expected to work independently toward the solution of the proposed problem. MAXIMUM ALLOWABLE PAGE LIMIT OF THIS EXAM IS 10 DOUBLE SPACED TYPED WRITTEN PAGES, OR EQUIVALENT. YOU ARE TO DEVELOP A PARTIAL LOGICAL SCRIPT (OR FLOW CHART) THAT COULD BE USED IN THE DEVELOPMENT OF AN EDUCATIONAL COMPUTER ADVENTURE GAME THAT IS DESIGNED TO TEACH THE PLAYER FUNDAMENTAL PRINCIPLES ABOUT FUNCTIONAL PLANT ANATOMY. The script or flow chart will only be partial, because we have not discussed all the functional plant tissue systems, as of yet. THE SPECIFIC FUNCTIONAL TISSUE SYSTEMS THAT YOU SHOULD ADDRESS INCLUDE THE: 1. SUPPORTIVE, 2. PROTECTIVE, 3. ABSORPTIVE, AND 4. TRANSPORT SYSTEMS. The player interacts with the game in the following ways: 1. To make progress they must construct tissues consisting of any number of the sixteen basic cell types. The attributes of the player constructed tissues is automatically determined, via computer program, as per your rules, on the basis of their cellular compositions. For example, a tissue consisting of cell types, all of which lack intact cytoplasm at maturity, could fulfill a particular specific function, but would lack the capacity for future differentiation. YOU SHOULD ENDEAVOR TO DEVELOP A SET OF RULES TO BE USED BY THE COMPUTER PROGRAM TO DETERMINE THE ATTRIBUTES OF PLAYER CONSTRUCTED TISSUES. THESE RULES SHOULD BE DEVELOPED ON YOUR KNOWLEDGE OF WHAT THE CELLULAR COMPOSITIONS OF REAL FUNCTIONAL TISSUE SYSTEMS ARE AND NOT ON MAKEBELIEVE COMPOSITIONS. FEEL FREE TO "DISALLOW" CERTAIN CATEGORIES OF CELLULAR COMPOSITIONS OF TISSUES ON THE BASIS OF "UNREAL" SITUATIONS I SHOULD THINK THIS WOULD MAKE THINGS MORE MANAGEABLE. 2. To make progress they must arrange their player constructed tissue systems into various geometric relationships within all of the three basic organ categories of the game (ROOT, STEM, and LEAF). The attributes of the player constructed tissue arrangements should be automatically determined on the basis of a set of rules that are derived and consistent with real life situations. For example, placement of epidermal tissue interior to other living tissue should result in the death of the exterior living tissue, since that tissue would be isolated from life supporting tissues by the outer cell walls of the epidermis. Note that this situation could be alleviated by the player constructing living tissue bridges through the epidermal tissue. YOU SHOULD ENDEAVOR TO DEVELOP A SET OF RULES TO BE USED BY THE COMPUTER PROGRAM TO DETERMINE THE ATTRIBUTES OF PLAYER CONSTRUCTED TISSUE GEOMETRIES. YOU MAY WISH TO RESTRICT THE TOTAL NUMBER OF TISSUE LAYERS ALLOWED PER ORGAN, TO MAKE THIS TASK MORE MANAGEABLE AND REALISTIC.h)0*0*0*Ԍ 3. To make progress they must solve unique environmental problems for each of the three basic organ categories (ROOT, STEM, and LEAF) in terms of items 1 and 2 above. AS THE PROGRAM LOGIC DESIGNER, IT IS UP TO YOU TO DECIDE WHAT THESE UNIQUE ENVIRONMENTAL PROBLEMS ARE FOR EACH ORGAN CATEGORY. In the game, a computer algorithm would be used to interpret whether or not a particular player's solution would be acceptable or not. This algorithm should ideally reflect the integrated nature of functional tissues between organs, and also be based on real life solutions (as we understand them). Your task is not to develop the algorithms, since presumably once they are defined a computational algorithm could be developed by programmers; but, rather, to develop the logical framework that could be used by programmers to develop such algorithms. YOU SHOULD DEVELOP A PARTICULAR SET OF RULES THAT COULD BE FOLLOWED BY THE COMPUTER ALGORITHM TO ENSURE THAT 1) THE PLAYER DEVELOPED FUNCTIONAL TISSUE SYSTEMS WILL "WORK", THAT IS, ARE INTEGRATED WITH ONE ANOTHER BETWEEN THE THREE ORGAN CATEGORIES AND 2) ADEQUATELY MEET THE ENVIRONMENTAL PROBLEMS YOU HAVE SPECIFIED FOR EACH ORGAN CATEGORY. 4. The objective of the game, from a recreational standpoint, is for the player to keep "their" plant alive from a predetermined initial state to a predetermined final state. An example of this might be an initial state defined as a dormant embryo within a seed or fruit and the final state as a dormant embryo within a newly created embryo and fruit. This seems a little ambitious at present. At any rate, score points could be tabulated for each progressive advancement that was made by a player. The other, perhaps, more important, objective of the game, from a pedagogical standpoint, is that, as a player makes progress in the game (accumulates points), they are also actively learning fundamental aspects about functional plant anatomy. Presumably, there could be multiple solutions to this game, all of which would have the end result of the player learning how real life plants cope with environmental challenges via development of functional plant tissue systems. I know that adventure games of this type have the capability of engaging players very effectively in understanding logic and patterns in makebelieve situations. The idea here is that similar sorts of engagement should be possible in reallife situations if the problems are made sufficiently interesting and challenging. WHAT IS NOT CLEAR, AND I EXPECT YOU TO OFFER YOUR THOUGHTS ON THIS MATTER, IS FROM WHAT PERSPECTIVE SHOULD THE PLAYER PLAY THE GAME, AND WHAT SHOULD THE GAME BE CALLED? FINALLY, YOU ARE ONLY REQUIRED TO RESPOND TO THE EXAM QUESTIONS FOR TWO OF ABOVE FOUR FUNCTIONAL TISSUE SYSTEMS THAT WE HAVE STUDIED TO DATE. HOWEVER, YOU ARE EXPECTED TO INDICATE WHERE THE TWO SYSTEMS THAT YOU CHOOSE NOT TO CONSIDER WOULD FIT IN, WITHIN EACH OF THE COMPONENTS OF YOUR LOGICAL DISCOURSE/FLOW CHART THAT YOU ULTIMATELY DO DECIDE TO ADDRESS AT LENGTH.