Mathematics Enhancement Programme

Codes
and UNIT 19 Lorenz Cipher
Lesson Plan 1
Ciphers Machine
Activity Notes
T: Teacher P: Pupil Ex.B: Exercise Book
1 Introduction
T: In this first lesson we'll look at the principles of the Lorenz cipher; Interactive introduction; T will
in the next lesson we'll learn how the Lorenz cipher machine was find out how much the Ps know
used to break the code. about code-breaking in the
Second World War.
T: We start with the enciphering of letters. Step 1 is to convert letters Ps are each given a copy of OS
to binary numbers. 19.1, or it is shown on OHP.

T: How many codes are used for the letters of the alphabet? (26)
T: Using 5 bits for the digits, how many codes are available?(32)

T: Why do you say '32' ? (Because 2 × 2 × 2 × 2 × 2 = 2 5 )

T: So how many are left to assign? ( 32 − 26 = 6 )

T: The sheet shows how these codes are used; only '9' is used in T writes on board, and makes
messages and it represents a space between words. sure all Ps are familiar with this
0+0=0 0 +1=1 (could refer back to Unit 18
where this type of addition is
1+ 0 =1 1+1= 0
also used).
T: We add a 'key' to any message in order to make it difficult to
break, so we need to define the type of key (or additive) used.
T: Let's look at an example. We want to send the letter J using the
key letter B, so we actually send J + B. Who can do this?
P (on board):
J ⇒ 11 0 1 0
+ B ⇒ 1 0 0 11
010 01

T: Well done. Which letter is this? (L)

T: So the letter L is sent. Now its time for you to do some examples.
T gives Ps a few minutes for
Encipher A, B, C, D and E using the key letter B.
this; monitors their progress and
intervenes if necessary, They
should each have a copy of OS
19.1 to refer to.
T: Who is going to show their answer?
5 Ps (on board):
A ⇒ 11 0 0 0 B ⇒ 1 0 0 11 Volunteer Ps work
simultaneously at board. Other
+ B ⇒ 1 0 0 11 + B ⇒ 1 0 0 11
Ps watch and then T and whole
0 1 0 11 00000 class review the answers,
correcting if necessary.
C ⇒ 0 111 0 D ⇒ 10 010
+ B ⇒ 1 0 0 11 + B ⇒ 1 0 0 11
T should ensure that all Ps
111 0 1 0 0 0 01 understand this form of addition
of these binary codes.
E ⇒ 10000
+ B ⇒ 1 0 0 11
0 0 0 11
(continued)
 Mathematics Enhancement Programme

Codes Lorenz Cipher

and UNIT 19 Lesson Plan 1
Ciphers Machine
Activity Notes
1 T: What do you notice about B + B (It is '/') Interactive discussion about
(continued) importance of the '/' symbol.
T: What about A + A or C + C , etc.? (Also '/')
T: So the '/' symbol is a really important one and was a crucial
factor in the original breaking of the code.
10 mins
2 Enciphering
T: How can this code be made more secure? Whole class interactive
(By using a sequence of key letters which is kept secret) discussion.
T: Yes, that's right. We encipher HELP using the key sequence
ABCD. Who will show us? OS 19.3 will speed up the
process here.
P (on board):
HELP ⇒ 00101 10000 01001 01101 T must make sure that the class
are understanding this and
ABCD + 11000 10011 01110 10010 paying attention – they can take
it in turns to do the addition and
QOM8 ⇐ 11101 00011 00111 11111 to identify the letters.
T: Well done. How can the message be made more secure?
Further whole class interactive
(By using a key sequence which is not obvious)
discussion about ways of
T: Yes. Now try this one. You have 5 minutes to come up with the making the code more difficult
answer. to break.
Encipher LONDON using the key sequence HBVQZM. Review answers – volunteer (or
chosen by T) Ps can work at
board and the class then agree/
disagree with their answers
until correct solutions are given.
20 mins
3 Decipher
T: How can we decipher messages we have been sent? Interactive discussion about the
(We will need to know the key sequence) procedures.

T: If we have the key sequence, what do we do?

(Reverse the operations for enciphering)

T: Yes, but the reverse if doing the same thing again! Go back to our OS 19.3 will help the process
message QOM8. What do you write? here.

P (at board):

HELP ⇒ 11101 00011 00111 11111

ABCD + 11000 10011 01110 10010

QOM8 ⇐ 00101 10000 01001 01101

T: Good. Now I'll give you a few minutes to retrieve LONDON

T gives Ps a few minutes;
from your last message.
monitors their progress,
intervening if there are problems.
Answers are checked
interactively.

(continued)
 Mathematics Enhancement Programme

Codes Lorenz Cipher

and UNIT 19 Lesson Plan 1
Ciphers Machine
Activity Notes
3 T: What takes time in this? (The addition) Each pair of Ps has a copy of
(continued) T: The Bletchley Park experts soon memorised each additive; we OS 19.2 and time is given for
can make it easier by using a table. them to familiarise themselves
with how it is used.
30 mins
4 Simplified Lorenz cipher machine
T: Here is a very simplified Lorenz cipher machine; do you see what Interactive discussion. The real
it does? (Uses the code wheels; they change after each turn) Lorenz machine had twelve
T: Let's see what happens if we send the message THE. First the wheels and operated in a much
letter T. With the starting positions shown what happens to it? more complex way than the
simplified version. OS 19.4
( T + A + B)
can be shown or each pair of Ps
T: Use your table to work this out. (R) given a copy.
T: Each wheel now turns one position. What are they now on?
(B and A)

T: So what is the output for 'H' ? (H + B + A)

T: And that is ...? (C)
T: And for 'E' ? (E + C + A = N)
T: Well done. So the message would be sent as RCN.
T: Now you can encipher a message. Ps will need at least 5 minutes
With starting positions K = 5 and S = 2 encipher for this. T should monitor
progress and intervene if
SECRET MESSAGE necessary.
What must you remember to do? (Put 9 for the space;
remember that the wheels move on one position each time)
T: And the message is ....? (UYFX9 4LFVT 8BQZ) T and Ps review the answers
together with T making sure
that all Ps understand the way
the cipher works.
45 mins
Homework
Decipher the coded message

UYFX9 4LFVT 8BQZ

 Mathematics Enhancement Programme

Codes Lorenz Cipher

and UNIT 19 Lesson Plan 2 Breaking the Cipher
Ciphers Machine
Activity Notes
1 Breaking the cipher This needs careful handling; Ps
T: The Wartime success at Bletchley Park in breaking this cipher need to work through the
depended upon the fact that most of the German plaintext process but T should not allow
messages contained many pairs of repeated characters. (There it to become too long and
were certain technical reasons why the Germans adopted this tedious. The printout will help
practice.) with this. Ps with IT skills
could perhaps write a program
T: We'll illustrate the technique with the following short message in to complete the process.
which the words are separated by double spaces represented by
pairs of 9s.
99HERE99IS99A99TEST99MESSAGE99FOR99YOU99TO99TRY99OUT99
T: What is the first coded character? ( 9+ G+B= U )
T: Now you code the next 7 characters. (9HERE99) The class need a few minutes
for this; some Ps could work at
the board, each tackling a letter,
T: Well done. In fact, the complete coded message is in turn.
UDZMR+JMSDC+TXUVQMYEDE8LWOKUD3TMK+G4UDC3NXWKOBYEFURWH

T: The codebreakers at Bletchley Park devised this process. We will T reviews answers with Ps,
not show here why it works (you can read an account if you are praising when deserved.
interested), but just show that it does work.

T: We'll follow through the process for the first 8 letters of the Each P is given a copy of OS
message. 19.5 and it is shown on OHP.

1. Z = U{D{Z{D{M{R{+{J It is probably best if this is done

interactively; Ps either give
∆Z = C O O Y P Z T answers aloud or write them on
the board.
2. Here K = 1, so we first find the K sequence.

K = A{B{C{D{E{F{G{H
∆K = G Q U 3 N Q C

3. ∆Z = C O O Y P Z T
∆K = G Q U 3 N Q C
∆Z + ∆K = H K 8 X G I V

4. There are no '/'s in this sequence for ∆ Z + ∆ K.

T: So as there are no '/'s, it is unlikely that K =1was the starting T will need to monitor work
position of the K wheel. closely to check that Ps have
understood what is required.
T: Now you work through the process using K = 7 and see what
happens.
T: How many '/'s did you get? (2)
T: Using the complete message, you actually get 7 '/'s.
25 mins
2 K wheel positions Each P has a copy of OS 19.6.
T: By hand, this process is tedious, so here is the printout for each
position of the K wheel. T chooses Ps to give answers
T: Quickly check the number of '/'s in each line of the printout. What and the rest of the class agree/
(continued) do you get? (3, 1, 1, 2, 1, 0, 7, 1, 1, 2, 1, 6, 2, 2) disagree.
 Mathematics Enhancement Programme

Codes Lorenz Cipher

and UNIT 19 Lesson Plan 2
Ciphers Machine
Activity Notes
2 T: So what was the position of the K wheel? (7 or 12)
(continued) T: In practice, both will need to be checked although we do know in
this case that it is 7.

30 mins
3 S wheel position
T: Taking K = 7 , we now need to find the position of the S wheel. Interactive discussion; Ps
How can we do this? (Try each value in turn) should be able to suggest the
method.
T: OK – starting with S =1 and using just the first 8 letters, what do
we get?
P (at board):
One P at board; other Ps can
U D Z D M R + J help with the calculations, etc.
and check what is being written
+ G H I J K L M N (K wheel)
on board.
+ A A B B A A B B (S wheel)
V V C + T + V V

T: Does this message make sense? (No!)

T: Your turn now ....try S = 2 and then S = 3 . T will need to give Ps sufficient
T: So we can confirm that K = 7 and S = 3 are the correct starting time to complete this
positions. What complicates the real problem? calculation and to confirm that
(The starting position of all twelve wheels had to be S = 3 gives the start of a
determined and the number of possible starting meaningful message.
positions of the wheels were greater. (They were
all within the range 23 to 61.))
T: Yes – this provided the motivation for the development, at
Bletchley Park, of 'Colossus', the world's first programable
electronic computer.
45 mins

Homework
Go through the same process again with a new short message and
confirm that this method of deciphering works.