Create a Flood Warning System

Alert homeowners to the risk of flooding with your prototype

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 Key words / Topics
Subjects: Design & Technology, Computing
> BBC micro:bit
> system and sub-system
> input, process, output
> moisture sensor
Approx. time: 60 - 120 minutes depending on ability and prior
> LED
experience of learners
> Potential divider
> programmable components
> embedded intelligence
Suggested Learning Outcomes

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> To understand a block systems diagram of the flood warning system.
> To understand the use of and apply a moisture sensor as an input sensor.
> To design a moisture sensor and/or potential divider circuit.
> To successfully program the BBC micro:bit so that the system meets the design criteria.

Introduction

This is one of a series of resources to support the use of the BBC micro:bit in Design and Technology lessons.
Flooding is becoming increasingly common in parts of the United Kingdom and causes a lot of damage to peoples’ homes.
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The sooner a potential flood can be detected, the more time homeowners have to prepare and to save their property.
In this unit of learning, learners will identify the design problems presented by flooding. They will then develop a working flood
warning system using the BBC micro:bit.

Purpose of this activity

In this activity, learners will develop their programmable system using the BBC micro:bit using a moisture sensor to detect the
water level in the system.
This could be used as a main lesson activity with ‘Social Effects of Flooding’ as the starter. It is an ideal exercise for learners
to improve their understanding of basic electronics, develop programming skills, make use of programmable components and
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embed intelligence into a product design.

Activity Teacher notes

1. Design Brief The IET TV video – Flood Warning System

https://tv.theiet.org/Index.html?videoid=7297 can be
Teacher to introduce the situation and design brief to learners.
shown as an introduction or starter for activities in this
Use the teacher presentation as a guide for this. Emphasise that
unit of work.
they will be using the BBC micro:bit system, which is a
programmable system, to create their solution. This activity can be attempted by learners as

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Situation: individuals, in pairs or in small groups.
Flooding is becoming increasingly common in parts of the United If learners have not seen or used a block systems
Kingdom and causes a lot of damage to peoples’ homes. The diagram before it would be necessary to describe this
sooner a potential flood can be detected, the more time in more detail (i.e. what is meant by input, process,
homeowners have to prepare and to save their property. output etc).
Brief: Moisture sensor and potential divider
Using the BBC micro:bit, create a working flood warning system Teacher should provide a moisture sensor for learners
for a homeowner. The system must be placed outside the home. to use. These can be purchased at all good electronics
It must be able to detect rising water levels and warn the stockists that supply to schools. Alternatively a simple,
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homeowner that this is happening. low cost option is to use a small piece of strip board (2
strips) with flying leads attached to each strip for the
2. Systems diagram
positive and ground connections. Another option is to
Introduce the systems diagram for the flood warning system. use PCB development software to design a layout
Discuss this with the learners. What do input, process and output similar to that shown in the teacher PowerPoint. If
mean? What are the key physical parts of the system and their there is access to PCB design software for learners,
functions? they could develop their own moisture sensor circuit
3. Design criteria for the system layout.

Go through the design criteria with learners: It is recommended that the moisture sensor is used in
a potential divider to complete the input stage. This
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  It must be programmable using the BBC micro:bit. can be achieved by connecting/wiring a pull up or pull
 It must use a suitable input device, such as a moisture down resistor, or by developing a PCB layout for the
sensor, to detect the level of the water around the house. input stage that includes the potential divider. If a
 It must use a suitable output device, such as a flashing variable resistor is used this allows the sensitivity of
LED, to warn the homeowner that water levels are rising the sensor circuit to be altered. The sensor may still
to flood levels work if connected directly to the BBC micro:bit as an
Question learners as to what each of the criteria might mean in analogue sensor, but additional programming may be
practice in terms of producing their system. How might they meet required.
each of the criteria? Teachers are advised to refer the BBC micro:bit’s
specification when selecting external input and output
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4. Use of moisture sensor devices to use with it.
Discuss with learners options for detecting the water level in the Programming the BBC micro:bit and example
system and introduce moisture sensor options. These can be pre- When writing the program low ability learners or those
bought or made in school using strip board or a printed circuit who have not done programming before may benefit
board (show example layout via teacher PowerPoint). Able from writing, experimenting with and downloading the
learners can develop their own PCB layout using available example program shown on the Teacher PowerPoint.
software and manufacture this using either an etch tank or CAM They can use this as a base for their own program.
router. Less able learners can be provided with sensors that are This is provided as JavaScript Blocks Editor Powered
ready to attach directly to the BBC micro:bit. by Microsoft MakeCode (microbit-flood-jsb.hex) and

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5. Output device Python Editor (flood.py) code. Teachers will need to
decide which programming editor is the most suitable
A flashing LED can be used to indicate to the homeowner that the
for their learners.
water level is high. Learners to use an appropriate method, such
as crocodile clips, to attach the LED and moisture sensor circuit This program assumes that an appropriate moisture
to the appropriate ports of the micro:bit. A protective resistor may sensor circuit has been connected to pin 0 of the BBC
also be needed for the LED. micro:bit, and a flashing LED has been attached to pin
1. This program will turn on an output attached to pin 1
6. Writing the program
when a high input signal is received on pin 0.
Learners begin writing their program to meet the design criteria Therefore, when the moisture sensor circuit detects
using the example program as a guide where necessary. water, the LED will flash to warn the homeowner that
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7. Progress review they need to prepare for possible flooding.
Review learner progress part way through the activity and recap To open the example program:
key points as necessary. Refer to the example program where > Go to http://microbit.org/code/
appropriate to help guide learners.
> Find the appropriate programming editor.
8. Downloading program and testing
> Click on ‘Let’s Code’.
Learners download and test their program, refining and improving
it as necessary. > Drag the relevant program file from the folder
where it is stored to the work area on screen.
> Visit http://support.microbit.org/support/home
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 for help and further support if needed.

Differentiation

Basic Extension

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Learners can write the example program directly into the Learners could extend the functionality of the device
programming software and download it as a starting point. They by programming in a warning message for the
can then develop this further as required. The example program homeowner using the BBC micro:bit’s inbuilt LED
is included in the accompanying teacher PowerPoint. display. This could be something such as ‘Warning!
Flood Imminent!’ as scrolling text. An audible warning
Some learners will require the teacher to provide them with could also be added via a buzzer or piezo sounder.
moisture sensor potential divider circuits that are pre-designed.
These could be soldered by the learners themselves or given to More able learners could produce their own circuit
them pre-soldered. layout for the moisture sensor circuit using PCB design
software. They could then manufacture these using an

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Learners should aim for a minimum of one functioning moisture etch tank or CAM router for use in their system.
sensor input and one suitable warning device for the homeowner,
such as a flashing LED.

Resources Required files

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> Projector/Whiteboard
> BBC micro:bit system and online programming software Using a Moisture Sensor and Programming
> Internet (to access programming software)
presentation
> PCB development software
> Moisture sensors and LEDs
> Crocodile clips or other wiring options (to attach input and
output devices) Example BBC micro:bit JavaScript Blocks Editor
> PCB or strip board to create homemade moisture sensors and Python Editor programs (also provided as .hex
and/or potential divider circuits and .py files).
> PCB production facilities (etch tank or CAM router)

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Additional websites

The following websites can be used for additional technical information or to provide a wider context to the development of the
system.

> IET TV – Flood Warning System: Supporting IET TV video - ideal for use as part of a starter or introductory activity to
support this resource. https://tv.theiet.org/Index.html?videoid=7297
> BBC micro:bit website: Website containing everything needed to get started with using the micro:bit! https://microbit.org/
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> YouTube Video - Channel 4 News Report 1: A news report showing the effects of flooding on people living in Berkshire,
England in 2014. https://www.youtube.com/watch?v=DTTdhNv8BJ4
> YouTube Video – Channel 4 News Report 2: Similar to the above, a news report looking at the problems caused by
flooding in 2014 in the United Kingdom. https://www.youtube.com/watch?v=LKBI_DvH0Ls
> YouTube Video – Thames Flood Barrier: A case study describing the features and function of the Thames Water Barrier,
designed to protect London from the possible effects of flooding of the River Thames. https://www.youtube.com/watch?
v=Dvg2asACsG0

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Related activities (to build a full lesson)

Starters Plenary
> ACTIVITY: Design the casing for your flood warning
> ACTIVITY: Social effects of Flooding system
> IET TV VIDEO – Flood Warning System > Opportunities within activity for presentations,
https://tv.theiet.org/Index.html?videoid=7297
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 peer/self assessment
Main > Reflection on Objectives and PLTS skills used
> ACTIVITY: Create a Flood Warning System

The Engineering Context

This is an ideal topic for teaching about programmable components and embedded intelligence in products. These are key

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parts of the 2014 programme of study for Design and Technology at key stage 3.
It is also an ideal vehicle for using the BBC micro:bit in the classroom and developing the programming skills of learners.

Curriculum links

England: National Curriculum Northern Ireland: Curriculum

Design & Technology Technology & Design

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 > KS3 3c, 4c, 4d > KS3 Knowledge and Skills: Control – incorporate control
systems, such as mechanical, electronic or computer-
Computing based, in products and understand how these can be
employed to achieve desired effects.
KS3 Pupils should be taught to: > KS3 Objective 2: Design cost effective and appropriate
> design, use and evaluate computational solutions to meet the specific needs of diverse local and
abstractions that model the state and behaviour global groups.
of real-world problems and physical systems
Learning Outcomes:
> undertake creative projects that involve
selecting, using, and combining multiple > Show deeper understanding by thinking critically and
applications, preferably across a range of flexibly, solving problems and making informed decisions,
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 devices, to achieve challenging goals, including using Mathematics and ICT where appropriate.
collecting and analysing data and meeting the > Demonstrate creativity and initiative when developing
needs of known users ideas and following them through.

Scotland: Curriculum for Excellence Wales: National Curriculum

Technologies Design and Technology

> TCH 3-01a, TCH 3-03a, TCH 3-04a,TCH 3-13a > KS3 Skills: Designing 1
> KS3 Skills: Systems and Controls 16, 18, 20, 21

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GCSE D&T GCSE Engineering

AQA D&T AQA Engineering

> 3.1.4, 3.3.4 > 3.3.2, 3.3.3, 3.4.2

Edexcel D&T

> 1.6, 1.7, 1.16.1c, 1.6, 1.7, 1.16.1c, 5.1.1, 5.2.1,

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 5.2.2, 5.2.3

Eduqas D&T

> 2.1 Core: 5, 6

> 2.1 Systems: 1

OCR D&T

> 4.2a ii, 6.4

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Assessment opportunities

Regular questioning throughout the activity, review of progress at key intervals and formal assessment of finished program
and working system.

Personal, learning & thinking skills (PLTS)

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> Creative thinker
> Independent enquirer
> Team worker (if done as a team activity)
> Self manager
> Effective participator

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