In this fun lesson, you’ll team up with a partner to create a cool device that sends messages back and forth. But here’s the twist: your device will use binary information, which means it can only send messages in two different ways, like “yes” or “no.” To make this work, you’ll need to do three things: come up with a question that has a binary answer, build a device to send messages, and create a system for using your device to communicate.
First, think about a question that can be answered with just two options, like “Is it sunny outside?” Next, you’ll need to design and build a device to send your messages. You can use all sorts of materials, such as flashlights, cups, string, slinkies, or whistles. Be creative! Once your device is ready, you and your partner will use it to send messages to each other.
When picking materials, remember that you might face different challenges. At first, you and your partner will be able to see each other, but later, there might be obstacles in the way. So, think about how your device will work in different situations. It’s important that both you and your partner agree on the rules for using the device to send messages.
This lesson is all about creativity and thinking outside the box. As you build your device, you’ll need to adapt to different conditions. For example, if your device requires you to see each other, it won’t work if you’re separated. So, be ready to update your rules and device to handle new challenges.
Make sure to write down your question, the two possible answers, and the rules for using your device. Remember, the same device can answer any binary question, so try to create a tool that can easily switch between different signals for answers A and B. This way, even if the meaning of A or B changes, your device will still be useful.
If you want to take it a step further, think about how you can combine the two states of your device to send more information. For example, with a flashlight, the two states are on and off, but you can create sequences of on and off to represent more than just two things. However, it can be tricky to send a sequence of the same state, like five “offs” in a row, without confusing the person receiving the message. This is a sneak peek into how binary numbers and information work!
Your device is like a simple version of the systems that real electronic and digital gadgets use to communicate every day. Soon, you’ll learn even more about how these amazing systems work!
Think of a question that can be answered with a simple “yes” or “no.” Write it down and discuss with your partner why it’s a good choice for binary communication. This will help you understand the concept of binary questions.
Using materials like flashlights, cups, or string, build a device that can send your binary messages. Work with your partner to test it out and ensure it can clearly communicate your “yes” or “no” answers.
Set up obstacles between you and your partner and try to use your device to communicate. Discuss how you can modify your device or rules to overcome these challenges, enhancing your problem-solving skills.
Write down the question, the materials used, and the rules for your device. This documentation will help you reflect on your learning and understand how binary communication can be adapted to different questions.
Try to create sequences using your device, like a series of “on” and “off” signals with a flashlight. Discuss with your partner how these sequences can represent more complex information, giving you a glimpse into binary coding.
In this lesson, your students will work in pairs to build a physical device for sending messages back and forth. These devices will communicate binary information, which can be represented in two possible ways. To successfully communicate with their partners, students will need to develop three things: first, a question that has a binary response; second, a device for sending messages; and third, a system for communicating over that device.
Students will need to come up with their question, their device, and their rules, and they will document all of these elements. They will actually build their device, which may involve using various materials rather than just a simple item like a slinky. Once built, they will send messages to one another.
While students are choosing their materials, it is important for them to consider that they will encounter different situations regarding physical setup. Initially, they will be able to see one another, but later on, there may be obstacles, so they need to keep that in mind during their selection process. Both partners who build the device must agree on the rules for how to use it in order to send their messages.
This lesson explores key concepts of creativity and abstraction. The physical devices will be constructed from various supplies like flashlights, cups, string, slinkies, and whistles. As students work on their devices, they should be challenged to handle different conditions. For example, if a device relies on both partners being able to see each other, it will not function if they are separated.
As students test their devices under different conditions, they will need to update their rules and the physical system itself to adapt to the new circumstances. Some students may discover that their devices can represent more than two possible states, highlighting the importance of having clear instructions for using the device. For instance, if a group uses cups and string to create a traditional telephone setup, there are multiple ways to communicate, such as tugging the cord or tapping the cup.
Students should document their question, the two possible responses, and the rules for using their device. They should focus on the fact that the same device can be used to answer any binary question, aiming to create a tool that can standardize different signals for answers A and B. This way, the meaning of answer A or B can change, but the device remains generally useful.
For a more complex system, students can think about how to combine the two possible states of their device to represent even more information. For example, with a flashlight, the two states are on and off, but sequences of on and off can represent more than two things. However, it can be challenging to send a sequence of the same state repeatedly, such as five consecutive off states, without the recipient knowing where one ends and the next begins. This challenge foreshadows the binary number system and the binary representation of information.
The devices simulate a basic version of the physical systems that real electronic and digital gadgets use for communication every day. We will learn much more about how these systems work soon.
Binary – A way of representing information using only two options, usually 0 and 1. – Computers use binary code to process and store data.
Messages – Pieces of information sent from one place to another. – When you send an email, you are sending a digital message to someone else.
Device – An electronic tool or machine that helps perform tasks. – A smartphone is a device that can be used for calling, texting, and browsing the internet.
Materials – Resources or components used to create or build something. – Programmers use different materials like code libraries to build software applications.
Creative – Using imagination to make something new or solve problems. – Writing a fun computer game requires creative thinking and coding skills.
Rules – Guidelines or instructions that must be followed. – In coding, there are specific rules for how to write commands so the computer understands them.
Question – A sentence or phrase used to find out information. – When coding, you might ask a question like, “How can I make this program run faster?”
Options – Different choices or possibilities available. – When designing a website, you have many options for colors and layouts.
Signals – Messages or data sent to communicate information. – Wi-Fi signals allow devices to connect to the internet wirelessly.
Information – Data or knowledge that is communicated or received. – Computers process information to help us complete tasks more efficiently.
