Binary Escape Challenge
In this lesson, students will learn how characters are represented in a computer system.
Learning Objectives:
Curriculum Mapping
Learning Objectives:
- Explain the use of binary codes to represent characters
- Explain the term character set
- Describe with examples (for example ASCII and Unicode) the relationship between the number of bits per character in a character set and the number of characters which can be represented
Curriculum Mapping
KS3:
- Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
COMPUTER SCIENCE EDUCATORS:
1a: Demonstrate knowledge of and proficiency in data representation and abstraction
- Effectively use primitive data types
- Demonstrate an understanding of static and dynamic data structures
- Effectively use, manipulate and explain various external data stores: various types (text, images, sound, etc.), various locations (local, server, cloud), etc.
- Effectively use modeling and simulation to solve real-world problems
CSTA K–12 CS Standards:
- 2-DA-07: Represent data using multiple encoding schemes.
- 3A-DA-09: Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
Suggested time: 50 mins
Starter:
Give students the attached worksheet (binary_code_breaker.pdf) and ask them to complete the tasks.
Starter:
Give students the attached worksheet (binary_code_breaker.pdf) and ask them to complete the tasks.
| binary_code_breaker.pdf |
Answer sheet:
| binary_code_breaker_answers.pdf |
Introduction:
Display the following table (used in the previous task) and ask students what is wrong with it. Encourage answers such as “No capital letters” or “No full stops”. Ask students to suggest how they could improve the table.
Display the following table (used in the previous task) and ask students what is wrong with it. Encourage answers such as “No capital letters” or “No full stops”. Ask students to suggest how they could improve the table.
Show students an excerpt from the ASCII table (below) and explain to students that this is exactly how a computer stores data using binary. Inform students that the ASCII table using 7-bits. You could also ask them to work out how many characters 7-bits can represent.
| 7-bit_ascii_table.pdf |
Explain that the ascii character set uses 7 bits which allows the computer to encode up to 128 characters.
Main activity:
Setup instructions (Before the lesson/activity)
Setup instructions (Before the lesson/activity)
- Display the escape room timer on the board. Tip: Use a spare device connected to your whiteboard or interactive screen for a smoother experience.
- Set the password to: ASCII
- Choose the number of teams based on your class size.
- Set the countdown timer to: 30 minutes
- Clear the leaderboard to start fresh.
- Click ‘Save & Continue’ to lock in your settings.
Click here: Escape room timer
Team preparation
Game instructions
Read out the following:
Once the the teams are ready, start the timer.
- Divide the class into teams of 3–4 students.
- Give each team a copy of the worksheet: ascii_secret_agent_challenge.pdf (This includes a partially completed ASCII table with uppercase and lowercase letters A–Z.)
Game instructions
Read out the following:
- Your mission, if you wish to accept it, is to decode the secret messages and stop the countdown!
- First, complete the ASCII table by filling in the missing binary values.
- Once your table is complete, use it to decode the hidden messages on the worksheet.
- Each decoded message brings you closer to discovering the final password.
- Only when all challenges are solved will you uncover the password to stop the timer.
Once the the teams are ready, start the timer.
| ascii_secret_agent_challenge.pdf |
Answer sheet:
| ascii_secret_agent_challenge_answers.pdf |
Plenary
Choose from any of the following three options:
Option 1: Escape room debrief
Objective: To reflect on the learning experience, problem-solving strategies, and teamwork used during the binary escape room.
Time: 10–15 minutes
Format Options:
Questions:
Option 2: Exit ticket
Ask students to complete the following statement:
“Today I learned ______________. One challenge I faced was ______________. I worked well with my team by ______________. Next time, I want to try ______________.”
Option 3: Binary games
Direct students to one of the following binary games:
Choose from any of the following three options:
Option 1: Escape room debrief
Objective: To reflect on the learning experience, problem-solving strategies, and teamwork used during the binary escape room.
Time: 10–15 minutes
Format Options:
- Whole-class discussion
- Think–Pair–Share
Questions:
- What key concepts have you learned today?
- Which puzzle was the most challenging, and how did you overcome it?
- What strategies did your team use to divide the work or solve clues faster?
- What made your team successful—or what could have improved your teamwork?
Option 2: Exit ticket
Ask students to complete the following statement:
“Today I learned ______________. One challenge I faced was ______________. I worked well with my team by ______________. Next time, I want to try ______________.”
Option 3: Binary games
Direct students to one of the following binary games:
Support:
Share the following example if students are struggling with the task.
Share the following example if students are struggling with the task.
Help sheet
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