☰ Year plan · Discover (Science and Social Studies)

Pumps, technology and a flood barrier

Week 14 · Axis 2, Chapter 3 How Can I Help? (B) · 3 lessons
3

Design a flood barrier

Discover P3 Term 1: Axis 2, Chapter 3
GoalUse the design steps to plan, build, test and improve a flood barrier, and write a helpful letter to the community.
New words
barrier · something that stops or holds back watermodel · a small copy of something that we can testtest · to try something out to see how well it worksimprove · to change something to make it better
Explanation

Engineers solve problems with the design process: ask, imagine, plan, build, test and improve. Our problem: how can we make a barrier that keeps water away from a toy house? Ask: what must the barrier do? Imagine: think of three different ideas, such as a wall of clay, a wall of stones or a roll of cloth. Plan: choose the best idea, draw it with labels and list the materials. Build: make a small model. Test: with a grown-up, outdoors or over a big tray, slowly pour one cup of water down a sloping tray towards the barrier. Keep the test fair: use the same amount of water, the same slope and the same pouring time each time. Count in spoonfuls how much water gets past. Improve: look at what worked and what did not, change one thing and test again. Then write a letter to the community to say what you learned and what advice you can give. Stay safe: use only water and safe materials, keep electricity away from water, and never play near real flood water.

Worked examples
IdeaMaterialWhy it might work
1 wallclaysticks together without gaps
2 wallstonesheavy, but has gaps
3 rollclothsoaks up some water
Three ideas for a barrier. Before testing, Karim predicts which will be best.
0246810296Clay wallStone wallCloth rollSpoonfuls past
Test results. Spoonfuls of water that got past: clay wall 2, stone wall 9, cloth roll 6. The clay wall is best. The stone wall let 9 − 2 = 7 more spoonfuls past than the clay wall.
01221First testAfter improvingSpoonfuls past
Improve and write. The class makes the clay wall thicker and tests again. Now 1 spoonful gets past, which is 2 − 1 = 1 less than before. Their letter says: “Dear neighbours, a thick clay wall kept out the most water. Please keep drains clear. From Class 3B.”
Class activity

Design and test a flood barrier, with a grown-up. Draw three ideas and choose one. List the materials, then build a small model on a sloping tray in front of a toy house. Pour one cup of water slowly, from the same height, each time. Count the spoonfuls that get past. Improve one thing and test again. Record both results in a table. Then write a short letter to the community with your advice. Use only water and safe materials.

Practice
1
Put the design steps in order: test, ask, build, plan, improve, imagine.
2
In a fair barrier test, name two things that stay the same.
3
Which barrier is best? How many fewer spoonfuls got past it than past barrier A?
02468835ABCSpoonfuls past
4
After a test, what should you do to improve the barrier?