A functional analysis of pedotransfer functions developed for Sri Lankan soils: Applicability for process-based crop models

Abstract

As measurements are expensive and laborious, the estimation of soil hydraulic properties using pedotransfer functions (PTFs) has become popular worldwide. However, the estimation of soil hydraulic properties is not the final aim but an essential input value for other calculations and simulations, mostly in environmental and crop models. This modeling approach is a popular way to assess agricultural and environmental processes. However, it is rarely used in Sri Lanka because soil hydraulic data are rare. We evaluated the functionality of PTFs (developed to estimate field capacity (FC) and the permanent wilting point (PWP) of Sri Lankan soils) for process-based crop models. We used the Agricultural Production Systems sIMulator (APSIM) as the test model. Initially, we confirmed the importance of PWP (LL15) and FC (DUL) by assessing the sensitivity of the soil input parameters on the growth and yield of rice under rainfed conditions. We simulated the growth and yield of rice and the four selected outputs related to the APSIM soil module using the measured and estimated values of FC and PWP. These simulations were conducted for ten years in 16 locations of Sri Lanka, representing wet, intermediate, and dry zones. The simulated total aboveground dry matter and weight of the rough rice, using both input conditions (the measured and PTF-estimated soil hydraulic properties), showed good agreement, with no significant differences between each other. Outputs related to the soil module also showed good agreement, as no significant differences were found between the two input conditions (measured and PTF-estimated soil hydraulic properties). Although the DUL and LL15 are the most influential parameters for the selected outputs of APSIM–Oryza, the estimated FC and PWP values did not change the predictive ability of APSIM. In this way, the functionality of PTFs for APSIM crop modeling is confirmed.