Teacher’s Guide Background:
The pur
pose of
t
hi
s demonst
r
at
i
on i
s t
o t
each st
udent
s about
t
he chal
l
enge of
secur
i
ng cyber
space.
We al
so wi
s
h t
o i
nt
er
est
st
udent
s i
n STEM (
Sci
ence Technol
ogy Engi
neer
i
ng Mat
h)
subj
ect
s,
and gi
ve st
udent
s a basi
c i
nt
r
oduct
i
on t
o t
he i
dea of
codi
ng.
The gr
and chal
l
enge t
hat
t
hi
s pr
oj
ect
i
s f
ocused on i
s secur
i
ng cyber
space.
Thi
s gr
and chal
l
enge i
s i
mpor
t
ant
because t
her
e i
s no si
ngl
e sol
ut
i
on.
Wi
t
h t
echnol
ogy
cons
t
ant
l
y
evol
vi
ng and cr
eat
i
ng a gr
eat
er
dependence on comput
er
s,
mor
e comput
er
sci
ent
i
st
s and secur
i
t
y exper
t
s hav
e become necessar
y t
o pr
ot
ect
i
nf
or
mat
i
on as
hack
i
ng met
hods cont
i
nue t
o evol
ve [
1]
.
I
n t
he cur
r
ent
day we al
l
keep i
nf
or
mat
i
on onl
i
ne,
and so pr
ot
ect
i
ng cyber
space means pr
ot
ect
i
ng bank account
s,
per
sonal
i
nf
or
mat
i
on,
and passwor
ds.
The r
ecent
Sony hacks have demonst
r
at
ed t
hat
st
eps must
be t
aken t
o pr
ot
ec
t
cyber
spac
e as mi
l
l
i
ons of
dol
l
ar
s wer
e l
ost
because per
sonal
dat
a was st
ol
en i
n an i
l
l
egal
br
eac
h of
bot
h secur
i
t
y and pr
i
v
acy [
2]
.
Secur
i
ng cyber
space can at
f
i
r
st
seem di
st
ant
and unr
el
at
ed t
o our
ever
yday l
i
ves,
but
i
n r
eal
i
t
y i
t
i
s essent
i
al
t
o t
he wel
l
bei
ng of
t
he human r
ace.
Learning Objectives​
:
1.To under
st
and t
he i
mpor
t
ance of
secur
i
ng cyber
space 2.To gai
n a basi
c under
st
andi
ng of
al
gor
i
t
hms
3.Be abl
e t
o under
st
and a basi
c encr
ypt
i
on pr
ocess
4.Under
st
and how basi
c encr
ypt
i
on and decr
ypt
i
on wor
k
Definitions [3]:
● Enc
r
ypt
i
on ­
The pr
ocess by whi
ch a message i
s made i
mpossi
bl
e t
o under
st
and,
exc
ept
t
o t
he r
ec
ei
ver
.
● Cyber
space ­
The ​
el
ect
r
oni
c medi
um of
comput
er
net
wor
ks,
i
n whi
ch onl
i
ne communi
cat
i
on t
akes pl
ace.
● Decr
ypt
i
on ­
The pr
ocess by whi
ch an encr
ypt
ed message i
s unscr
ambl
ed t
o r
ev
eal
t
he meani
ng of
t
he message.
● Al
gor
i
t
hm ­
A l
ogi
cal
ar
i
t
hmet
i
cal
or
comput
at
i
onal
pr
ocedur
e t
hat
i
f
cor
r
ect
l
y
appl
i
ed,
sol
ves a pr
obl
em.
1 Technical Background:
Why we’re focusing on encryption.
Sec
ur
i
ng Cyber
space i
s a massi
ve chal
l
enge and i
s not
one t
hat
can easi
l
y be t
ackl
ed i
n a f
ew si
mpl
e st
eps.
A gr
eat
pl
ace t
o st
ar
t
i
s i
n t
he ar
ea of
encr
ypt
i
on as t
hi
s i
s
a par
t
of
cyber
space t
hat
ever
y per
son deal
s wi
t
h on a dai
l
y basi
s.
Ever
y user
name and passwor
d t
hat
we ent
er
on our
comput
er
s i
s encr
ypt
ed t
o pr
event
hacker
s f
r
om st
eal
i
ng t
hi
s i
nf
or
mat
i
on and expl
oi
t
i
ng us [
4]
.
Encryption hides information.
Enc
r
ypt
i
on i
s def
i
ned as t
he pr
ocess by whi
ch messages ar
e made i
mpossi
bl
e t
o under
st
and t
o al
l
but
t
he r
ecei
ver
.
I
t
i
s commonl
y used i
n cyber
space t
o ensur
e t
hat
mal
i
ci
ous
hacker
s ar
e unabl
e t
o obt
ai
n passwor
ds or
ot
her
val
uabl
e i
nf
or
mat
i
on f
or
t
hem t
o st
eal
and expl
oi
t
.
Al
l
sor
t
s of
messages can be encr
ypt
ed wi
t
h a var
i
et
y of
al
gor
i
t
hms t
o make t
hem l
ook l
i
ke gi
bber
i
sh t
o al
l
but
t
he i
nt
ended audi
ence who can ut
i
l
i
ze an al
gor
i
t
hm t
o r
ead t
he hi
dden message [
5]
.
Thi
s i
s especi
al
l
y i
mpor
t
ant
wi
t
h dat
a sent
over
a net
wor
k.
Packets carry information on the internet.
Al
l
i
nf
or
mat
i
on s
ent
on t
he i
nt
er
net
i
s sent
i
n t
he f
or
m of
packet
s.
A packet
i
s
a t
i
ny pi
ece of
dat
a wi
t
h an addr
ess
f
or
t
he sender
and t
he r
eci
pi
ent
.
Packet
s ar
e t
r
ansf
er
r
ed f
r
om t
he sender
t
hen r
el
ayed bet
ween mul
t
i
pl
e ser
ver
s unt
i
l
t
hey r
each t
hei
r
dest
i
nat
i
on.
Packet
s ar
e not
al
ways kept
pr
i
vat
e and mal
i
ci
ous user
s can somet
i
mes see packet
s whi
l
e i
n t
r
ansi
t
.
Encr
y
pt
i
on i
s used t
o make sur
e t
he dat
a car
r
i
ed i
n packet
s i
s kept
secur
e whi
l
e i
t
i
s bet
ween comput
er
s [
6]
.
In our demonstration students will encrypt packets.
We deci
ded t
o expl
ai
n encr
ypt
i
on by pr
et
endi
ng t
hat
envel
opes f
ul
l
of
candy ar
e di
gi
t
al
packet
s i
n t
r
ansi
t
acr
oss t
he i
nt
er
net
.
I
n our
act
i
vi
t
y st
udent
s wi
l
l
f
i
r
st
come up wi
t
h i
nst
r
uct
i
ons f
or
scr
ambl
i
ng a s
ent
ence,
and wi
l
l
use t
hei
r
i
nst
r
uct
i
ons on a sent
ence.
Then,
a second gr
oup wi
l
l
t
r
y t
o ‘
hack’
t
he f
i
r
st
gr
oup’
s envel
ope by gues
si
ng t
he sent
ence t
hat
t
he f
i
r
st
gr
oup j
umbl
ed.
Fi
nal
l
y,
a t
hi
r
d gr
oup of
st
udent
s wi
l
l
get
i
nst
r
uct
i
ons f
r
om t
he f
i
r
st
gr
oup and wi
l
l
decode t
he sent
ence.
Thi
s pr
ocess i
s
desc
r
i
bed i
n mor
e det
ai
l
bel
ow.
2 Preparation (10 Minutes) Al
l
t
he f
ol
l
owi
ng i
t
ems s
houl
d be or
gani
zed bef
or
e cl
ass.
Activity Materials
Materials Price Per Pack Quantity Per Pack Envelopes ­ (one for each group) $7.00 100 Hard Candy ­ (at least one for every student) $5.00 150+ Paper N/A N/A *
These pr
i
ces ar
e based of
f
Amazon Thi
s char
t
cont
ai
ns al
l
t
he necessar
y mat
er
i
al
s needed f
or
t
hi
s act
i
vi
t
y.
An i
mage of
t
he mat
er
i
al
s i
s
bel
ow.
Once t
he mat
er
i
al
have been pr
epar
ed,
t
he number
of
t
eams shoul
d be det
er
mi
ned.
The st
udent
s wi
l
l
be i
n t
eams of
t
wo.
Teams of
t
hr
ee ar
e ok
.
Ther
e wi
l
l
need t
o be a sent
ence f
or
each t
eam.
(
A t
eacher
key i
s at
t
ached t
o t
hi
s document
t
o keep t
hese sent
ences
st
r
ai
ght
.
See Appendi
x
A)
The f
ol
l
owi
ng ar
e some sent
ences t
hat
coul
d be used f
or
t
hi
s act
i
vi
t
y.
3 ●
●
●
●
●
●
●
The dog i
s mad.
The cat
i
s sad.
The car
i
s r
ed.
The mug i
s new.
The bat
i
s bad.
The cow i
s f
at
.
The hat
i
s f
un.
Ther
e can be modi
f
i
cat
i
ons made t
o t
hese sent
ences.
For
exampl
e “
The dog i
s f
at
”
i
s a sent
ence t
hat
coul
d be used.
Al
l
t
he sent
ences cont
ai
n t
he same number
of
char
act
er
s so t
hat
st
udent
s cannot
j
ust
guess
whi
ch sent
ence i
t
i
s based of
f
of
i
t
s l
engt
h.
Al
so,
wor
ds l
i
ke zoo ​
​
shoul
d be avoi
ded because t
hey have r
epeat
ed l
et
t
er
s and woul
d be easy
t
o guess.
On t
he t
eacher
key wr
i
t
e down t
he sent
ences t
o be used i
n t
he act
i
vi
t
y.
Label
eac
h one wi
t
h a l
et
t
er
of
t
he al
phabet
.
Bel
ow i
s an exampl
e:
C The ​
dog i
s mad.
D The ​
cat
i
s sad.
E The ​
car
i
s r
ed.
B The ​
mug i
s new.
A The ​
bat
i
s bad.
G The ​
cow i
s f
at
.
F The ​
hat
i
s f
un.
Now t
hat
al
l
t
he sent
ences ar
e l
abel
ed,
t
he envel
opes and mat
er
i
al
s need t
o be set
up.
Each envel
ope shoul
d be l
abel
ed wi
t
h a l
et
t
er
cor
r
espondi
ng t
o a sent
ence.
Sl
i
ps of
paper
wi
t
h sent
ences on t
hem must
be cut
out
and pl
aced i
nsi
de t
he envel
opes.
(
See t
he i
mage on t
he next
page.
)
4 Di
st
r
i
but
i
on:
Al
l
of
t
he gr
oups shoul
d be gi
ven one handout
as wel
l
as scr
at
ch paper
t
o wor
k out
t
hei
r
encr
ypt
i
ons and decr
ypt
i
ons.
The def
i
ni
t
i
ons i
n t
he handout
can al
so be handed out
(
Appendi
x B)
.
Demonstration:
Encryption (20 Minutes):
St
ep 1:
The i
nst
r
uct
or
wi
l
l
st
ar
t
wi
t
h t
hi
s phase by passi
ng out
t
he handout
.
St
udent
s wi
l
l
be asked t
o wr
i
t
e i
nst
r
uct
i
ons i
n or
der
t
o scr
ambl
e a sent
ence.
They
shoul
d be pr
ovi
ded exampl
es on scr
ambl
i
ng sent
ences such as t
he exampl
es pr
ovi
ded i
n Appendi
x B.
The st
udent
s wi
l
l
be gi
ven ar
ound 10 mi
nut
es t
o cr
eat
e t
he st
eps t
o be used f
or
encr
ypt
i
ng t
hei
r
sent
ences
.
The i
nst
r
uct
or
shoul
d wal
k ar
ound and assi
st
t
he st
udent
s and check t
he st
udent
s i
nst
r
uct
i
ons.
5 A set
of
compl
et
ed i
nst
r
uct
i
ons compl
et
ed by a 5t
h gr
ade st
udent
.
St
ep 2:
Af
t
er
al
l
t
he st
udent
s
ar
e f
i
ni
shed,
t
he i
nst
r
uct
or
shoul
d pr
esent
t
he st
udent
s wi
t
h an envel
ope cont
ai
ni
ng one of
t
he sampl
e sent
ences.
St
udent
s wi
l
l
be asked t
o wr
i
t
e t
he sent
ence t
hey ar
e gi
ven i
n box (
2)
on eac
h gr
oup’
s handout
.
Thi
s shows what
t
he t
eacher
hands out
and what
t
he st
udent
wi
l
l
wr
i
t
e.
St
ep 3:
Af
t
er
t
hi
s t
he st
udent
s wi
l
l
move ont
o box (
3)
of
t
he handout
wher
e t
hey
wi
l
l
use t
hei
r
encr
ypt
i
on st
eps t
o scr
ambl
e t
hei
r
sent
ence.
Thi
s st
ep wi
l
l
t
ake a f
ew mi
nut
es,
and l
i
ke bef
or
e,
shoul
d s
t
udent
s need assi
st
ance wi
t
h t
hi
s ar
ea,
t
he i
nst
r
uct
or
shoul
d ai
d t
hem.
Exampl
e of
enc
r
ypt
ed sent
ence wr
i
t
t
en by st
udent
.
6 St
ep 4:
St
udent
s shoul
d t
hen come up wi
t
h i
nst
r
uct
i
ons t
o r
ever
se t
hei
r
encr
ypt
i
on t
hey made i
n box (
1)
,
and wr
i
t
e t
he i
nst
r
uct
i
ons i
n box (
4)
.
Thi
s st
ep shoul
d t
ake ar
ound 10 mi
nut
es.
Li
st
of
decr
ypt
i
on i
nst
r
uct
i
ons wr
i
t
t
en by a st
udent
.
St
ep 5: St
udent
s shoul
d t
hen copy t
he l
et
t
er
f
r
om t
he envel
ope on t
o page 2 of
t
he handout
i
n box (
5)
.
Wr
i
t
i
ng t
he l
et
t
er
i
n box (
5)
7 St
ep 6:
Once t
he st
udent
s have compl
et
ed t
hei
r
sent
ences,
have t
hem wr
i
t
e t
he f
i
nal
encr
ypt
i
on on t
he f
r
ont
of
t
he envel
ope t
hey wer
e gi
ven ear
l
i
er
.
Exampl
e of
encr
ypt
i
on wr
i
t
t
en on t
he f
r
ont
of
an envel
ope.
St
ep 7: Pr
ovi
de t
he st
udent
s wi
t
h candy and have t
he st
udent
s i
nser
t
i
t
i
nt
o t
he envel
ope and t
hen shut
i
t
.
Col
l
ect
t
he envel
opes as wel
l
as page 2 of
t
he handout
s.
Hacking (7 Minutes): St
ep 1:
The i
nst
r
uct
or
wi
l
l
st
ar
t
t
hi
s phase by gi
vi
ng each gr
oup an envel
ope f
r
om a di
f
f
er
ent
gr
oup,
and t
el
l
i
ng t
hem not
t
o wr
i
t
e on t
he envel
ope dur
i
ng t
hi
s st
age.
The st
udent
s wi
l
l
have 7 mi
nut
es t
o make a guess of
what
t
he message was or
i
gi
nal
l
y.
To ai
d t
he st
udent
s,
t
he t
eacher
shoul
d wr
i
t
e al
l
of
t
he possi
bl
e st
eps on t
he boar
d.
St
ep 2: I
nf
or
m each t
eam t
hat
t
hey onl
y have one guess and when r
eady,
t
hey wi
l
l
t
el
l
t
he i
ns
t
r
uct
or
what
t
hey t
hi
nk t
he or
i
gi
nal
message was.
I
f
a gr
oup guesses cor
r
ect
l
y,
t
hey get
t
o open t
he env
el
ope and t
ake t
he candy.
Once t
he hacki
ng phase i
s
compl
et
e,
t
he i
nst
r
uct
or
wi
l
l
col
l
ec
t
al
l
t
he envel
opes and put
candy back i
nt
o any hack
ed envel
opes t
o ensur
e t
hat
al
l
st
udent
s have an oppor
t
uni
t
y t
o r
ecei
ve some candy.
Decrypting (7 Minutes):
St
ep 1:
Thi
s phase wi
l
l
begi
n wi
t
h t
he i
nst
r
uct
or
di
st
r
i
but
i
ng envel
opes t
o t
he st
udent
s f
or
a t
hi
r
d t
i
me.
Pl
ease ensur
e t
hat
st
udent
s do not
r
ecei
ve t
he envel
opes t
hat
t
hey at
t
empt
ed t
o hack nor
t
he ones t
hat
t
hey encr
ypt
ed t
hemsel
ves.
Once each gr
oup has a new envel
ope,
t
he i
nst
r
uct
or
wi
l
l
pass out
t
he cor
r
ect
decr
ypt
i
on al
gor
i
t
hms (
page 8 2 of
t
he handout
)
t
o each gr
oup,
ensur
i
ng t
hat
t
he l
et
t
er
on t
he handout
mat
ches t
he l
et
t
er
on t
he envel
ope.
St
ep 2: The st
udent
s wi
l
l
t
hen be not
i
f
i
ed t
hat
t
hey wi
l
l
r
ecei
ve 7 mi
nut
es t
o compl
et
e t
he decr
ypt
i
on phase.
St
udent
s wi
l
l
use t
he decr
ypt
i
on al
gor
i
t
hm t
o decr
ypt
t
he sent
ence on t
he envel
ope t
hey have.
When t
he st
udent
s ar
e r
eady,
t
hey wi
l
l
ask t
he t
eacher
i
f
t
hey have cor
r
ect
l
y decr
ypt
ed t
he sent
ence.
St
udent
s wi
l
l
use t
he decr
ypt
i
on i
nst
r
uct
i
ons wr
i
t
t
en by pr
ev
i
ous st
udent
s t
o decr
ypt
t
he sent
ence on t
he envel
ope.
St
ep 3: I
f
a gr
oup cor
r
ect
l
y guesses t
he or
i
gi
nal
sent
ence,
t
hey can open t
he envel
ope and t
ake t
he candy.
Dur
i
ng t
hi
s phase,
st
udent
s shoul
d get
as many guesses as t
hey need.
Follow Up (10 Minutes):
Once t
he demonst
r
at
i
on i
s compl
et
e,
al
l
mat
er
i
al
s can be t
hr
own away or
r
ecycl
ed.
The st
udent
s may want
t
o compar
e al
gor
i
t
hms and l
ear
n how t
he mor
e compl
ex ones ar
e t
he mor
e successf
ul
ones.
Some quest
i
ons t
hat
coul
d be asked t
o t
he st
udent
s ar
e:
● “
What
t
echni
ques wor
ked t
he best
f
or
cr
eat
i
ng t
he bet
t
er
al
gor
i
t
hms?”
● “
What
woul
d you change i
f
y
ou wer
e goi
ng t
o do t
hi
s agai
n?”
● “
As
a hacker
,
what
made t
he al
gor
i
t
hm easy or
di
f
f
i
c
ul
t
t
o hack?”
I
t
shoul
d al
so be ment
i
oned how wr
i
t
i
ng i
nst
r
uct
i
ons i
s si
mi
l
ar
t
o wr
i
t
i
ng code.
Bef
or
e any pr
ogr
ammer
wr
i
t
es code,
he or
she wi
l
l
usual
l
y wr
i
t
e i
nst
r
uct
i
ons on what
t
he pr
ogr
am shoul
d do.
He or
she wi
l
l
l
at
er
conver
t
t
hose i
nst
r
uct
i
ons i
nt
o code.
Additional Resources: For
addi
t
i
onal
r
esour
ces wi
t
h t
hi
s demonst
r
at
i
on,
see Appendi
x C.
9 Sources:
[
1]
H.
​
Gi
l
ber
t
Mi
l
l
er
& Ri
char
d H.
Mur
phy :
"
Secur
e Cyber
space:
Answer
i
ng t
he Cal
l
f
or
I
nt
el
l
i
gent
Act
i
on ht
​
t
p:
/
/
i
eeexpl
or
e.
i
eee.
or
g/
st
amp/
st
amp.
j
sp?t
p=&ar
number
=4983406 [
2]
Fr
i
zel
l
,
Sam.
"
Sony I
s Spendi
ng $15 Mi
l
l
i
on t
o Deal
Wi
t
h t
he Bi
g Hack.
"
Time​
​
.
Ti
me,
4 Feb.
2015.
Web.
04 Feb.
2015​
.
ht
t
p:
/
/
t
i
me.
com/
3695118/
sony­
hack­
t
he­
i
nt
er
vi
ew­
cost
s/
[
3]
Dictionary.com​
​
.
Di
c
t
i
onar
y.
com,
n.
d.
Web.
03 Feb 2015 ht
t
p:
/
/
di
ct
i
onar
y.
r
ef
er
ence.
com/
[
4]
Bi
​
shop,
M.
;
Dept
.
of
Comput
.
Sci
.
,
Cal
i
f
or
ni
a Uni
v.
,
Davi
s,
CA,
USA ht
t
p:
/
/
i
eeexpl
or
e.
i
eee.
or
g/
st
amp/
st
amp.
j
sp?t
p=&ar
number
=1176998 [
5]
"
I
nvSof
t
wor
ks.
"
Quick Intro to Encryption​
​
.
N.
p.
,
n.
d.
Web.
05 Feb.
2015.
ht
​
t
p:
/
/
www.
kr
ypt
el
.
com/
ar
t
i
cl
es/
encr
ypt
i
on_sof
t
war
e_basi
cs.
php [
6]
"
Packet
­
Swi
t
ched vs.
Ci
r
cui
t
­
Swi
t
ched Net
wor
ks.
"
Computerworld​
​
.
N.
p.
,
n.
d.
Web.
05 Feb.
2015.
ht
t
p:
/
/
www.
comput
er
wor
l
d.
com/
ar
t
i
cl
e/
2593382/
net
wor
ki
ng/
packet
­
swi
t
ched­
vs­
­
ci
r
c
ui
t
­
s
wi
t
ched­
net
wor
ks.
ht
ml
10 Appendix A: ​
Teacher
Key Teacher
Key
Thi
s key i
s t
o hel
p make t
he act
i
vi
t
y r
un smoot
hl
y f
or
t
he st
udent
s.
Come up wi
t
h a sent
ence f
or
each gr
oup of
st
udent
s t
hat
t
her
e i
s.
T​he following are some sentences that could be used
for this activity.
● The dog is mad.
● The cat is sad.
● The car is red.
Each sentence should be put onto a line on the right side. After creating these sentences, a
letter should be placed on the left line. The letters should be randomized and individual to each
sentence. (For assistance, see the Teacher Key example)
Let
t
er
Sent
ence _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ 11 Teacher
Key Exampl
e wi
t
h 5 gr
oups
Let
t
er
Sent
ence __​
E​
__
____​
The dog i
s f
at
.
_______________________________________________ ​
__​
D​
__
____​
The cat
i
s sad.
_______________________________________________ ​
__​
B​
__
____​
The cow i
s mad.
______________________________________________ ​
__​
A​
__
____​
The car
i
s new.
_______________________________________________ ​
__​
C​
__
____​
The bat
i
s bad.
_______________________________________________ ​
_____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ _____
_______________________________________________________________ 12 Appendix B:​
St
​
udent
Handout
s
Definitions:
● Enc
r
ypt
i
on ­
Scr
ambl
i
ng sensi
t
i
ve i
nf
or
mat
i
on so t
hat
i
t
i
s i
mpossi
bl
e t
o r
ead f
or
anyone except
t
he per
son i
t
i
s meant
f
or
.
● Decr
ypt
i
on ­
Unscr
ambl
i
ng an encr
ypt
ed message t
o r
eveal
t
he meani
ng of
t
he mes
sage.
● Al
gor
i
t
hm ­
St
ep by st
ep i
nst
r
uct
i
ons t
hat
ar
e desi
gned t
o per
f
or
m a t
ask.
Example steps to encrypt (scramble) a sentence: ● Swi
t
ch al
l
A’
s wi
t
h D’
s.
● Swi
t
ch t
he f
i
r
st
and l
ast
l
et
t
er
of
each wor
d ● Add a r
andom number
at
t
he begi
nni
ng of
each wor
d.
● Swi
t
ch t
he f
i
r
st
and l
ast
wor
d.
● Repl
ace t
he l
et
t
er
B wi
t
h (
Or
some ot
her
symbol
)
13 14 15 Appendix C: ​
Addi
t
i
onal
Resour
c
es:
Her
e ar
e s
ome sour
ces
t
hat
may hel
p st
udent
s and or
t
he i
nst
r
uct
or
l
ear
n mor
e about
Secur
i
ng Cyber
space.
The Gr
and Chal
l
enge of
Secur
i
ng Cyber
space ht
t
p:
/
/
www.
engi
neer
i
ngchal
l
enges.
or
g/
cms/
8996/
9042.
aspx Gener
al
“
how t
o”
on how encr
ypt
i
on wor
ks.
ht
t
p:
/
/
comput
er
.
howst
uf
f
wor
ks.
com/
encr
ypt
i
on.
ht
m I
nf
or
mat
i
on on Packet
s ht
t
p:
/
/
www.
l
i
vi
ngi
nt
er
net
.
com/
i
/
i
w_packet
_packet
.
ht
m Her
e ar
e s
ome i
mages al
so t
hat
can be used i
n t
he demons
t
r
at
i
on.
Thi
s i
mage shows t
he encr
ypt
i
on of
a phr
ase.
16 Thi
s shows t
he t
ot
al
amount
of
mal
war
e t
hat
has been cr
eat
ed.
Mor
e and mor
e mal
war
e i
s
cr
eat
ed and t
hus Sec
ur
i
ng Cyber
space i
s an i
mpor
t
ant
i
ssue.
ht
t
p:
/
/
www.
av­
t
est
.
or
g/
en/
st
at
i
st
i
cs/
mal
war
e/
17