An interdisciplinary programme always refers to a thematic problematic and applied objectives, as weil as to observations about the real world. A common object is constructed, combining disciplinary points of views. The need for modelling sciences is commonly stated, providing tools that appear necessary for the construction of the common object. Using the statisticat concept of sufficiency, we discuss the synthetic aspect of answers given to the questions addressed. Using modelling techniques in an interdisciplinary context may Iead to enhance the need for question modification and hence rebuilding the common object. We take the example of the exploitation of a marine renewable resource, described from combinations of two points of view, one regarding the resource, the other regarding the exploitation activity. These combinations are different, according to which point of view is considered first. Based on this particular example, we indicate how ·orphan· questions may arise, which can hardly be identified by any of the individuat disciplinary points of view. Such questions ought to be taken into consideration if the answers provide sound information related to the thematic domain, such as sustainable development, for example. Their 'adoption· is a step in the programme·s progressive probtematic. The common object makes no sense if disciplinary abjects are not explicitly presented. Giving those disciplinary abjects the place they should have, would make it easier to identify the rote and the place of modelling sciences in interdisciplinary programmes.© 1999