3. For You To Do
1. On a sheet of paper, make up a message to send
to a partner. Invent some way of encoding the
message, then send the encoded message to your
partner.
2. When you get your partner's encoded message,
try to decode it. What strategies are you using to
decode the message?
3. Get together with another pair of students and
compare the methods you used to encode your
messages. Was anyone able to decode their
message? How did they do it?
4. HOMEWORK:
read Chapter 5 of “Blown to Bits”.
Reading through the entire chapter will be helpful,
especially to get a better understanding of the
evolution of encryption methods and some details of
public key encryption.
5. Learning Objectives:
1. LO 6.3.1 Identify existing cybersecurity
concerns and potential options to
address these issues with the Internet
and the systems built on it. [P1]
2. LO 7.5.2 Evaluate online and print
sources for appropriateness and
credibility [P5]
6. Enduring Understandings:
1. EU 6.3 Cybersecurity is an important
concern for the Internet and the systems
built on it.
2. EU 7.5 An investigative process is aided by
effective organization and selection of
resources. Appropriate technologies and
tools facilitate the accessing of information
and enable the ability to evaluate the
credibility of sources
7. Essential Knowledge:
1. EK 1.2.5A The context in which an artifact is used
determines the correctness, usability, functionality, and
suitability of the artifact.
2. EK 1.2.5B A computational artifact may have weaknesses,
mistakes, or errors depending on the type of artifact.
3. EK 1.2.5C The functionality of a computational artifact may
be related to how it is used or perceived.
4. EK 1.2.5D The suitability (or appropriateness) of a
computational artifact may be related to how it is used or
perceived.
5. EK 3.2.2D Maintaining privacy of large data sets containing
personal information can be challenging.
8. Essential Knowledge:
• 6.EK 3.3.1A Digital data representations involve trade-
offs related to storage, security, and privacy concerns.
• 7.EK 3.3.1B Security concerns engender trade-offs in
storing and transmitting information.
• 8.EK 3.3.1F Security and privacy concerns arise with
data containing personal information.
• 9. EK 5.4.1L An explanation of a program helps people
understand the functionality and purpose of it.
• 10. EK 5.4.1M The functionality of a program is often
described by how a user interacts with it
9. Essential Knowledge:
• 11.EK 6.1.1A The Internet connects devices and
networks all over the world.
• 12.EK 6.1.1D The Internet and the systems built on it
facilitate collaboration.
• 13.EK 6.3.1A The trust model of the Internet involves
trade-offs.
• 14. EK 6.3.1B The DNS was not designed to be
completely secure.
• 15. EK 6.3.1C Implementing cybersecurity has
software, hardware, and human components.
• 16. EK 6.3.1D Cyber warfare and cyber crime have
widespread and potentially devastating effects
10. Essential Knowledge:
• 17. EK 6.3.1H Cryptography is essential to many
models of cybersecurity.
• 18. EK 6.3.1I Cryptography has a mathematical
foundation.
• 19. EK 6.3.1J Open standards help ensure
cryptography is secure.
• 20. EK 6.3.1K Symmetric encryption is a method of
encryption involving one key for encryption and
decryption.
• 21. EK 6.3.1L Public key encryption, which is not
symmetric, is an encryption method that is widely
used because of the functionality it provides.
11. Essential Knowledge:
• 22.EK 6.3.1M Certificate authorities (CAs) issue
digital certificates that validate the ownership of
encrypted keys used in secured communications and
are based on a trust model.
• 23.EK 7.3.1A Innovations enabled by computing raise
legal and ethical concerns.
• 24.EK 7.3.1G Privacy and security concerns arise in
the development and use of computational systems
and artifacts.
• 25.EK 7.3.1L Commercial and governmental curation
of information may be exploited if privacy and other
protections are ignored.
Editor's Notes
Social Implications Lab 6: Encryption
The details of encryption get complicated, but the overall idea is important. All bits, whether they are from confidential information or not, pass through the Internet the same way. To keep information secret, we can use encryption, an idea that has been around for millennia. In this lab, students learn about encryption and decryption methods, both enabled by technology.
Students also consider why encryption is considered an issue with social implications. They will engage in a debate activity in which they consider the viewpoints of governments, civil liberties groups, and businesses regarding the availability of encryption software. Students also have the opportunity to choose and research an innovation that is affected by issues around encryption (there are many to choose among). They will do some online research and respond to prompts taken from the AP Explore Task, which they will do following Unit 4 in the course.
As a Class:
Page 1: Secrets.
In this introduction to the topic, students write a short message and make up a cipher to encode it. Students will likely use a substitution cipher.
If students are able to decode the message, they might recognize patterns in the letters or frequency of certain letters. These observations are useful because they are exactly the observations used to break substitution codes. Students have already written decoders for codes in which they knew the encryption rule. They might think about how a computer program might go about decoding messages that have been encoded with substitution codes when the coding rule is not already known.
Students may not be able to decode the messages they got from their partners in this activity. Have them think about why having a longer message would have made it easier to decode.
Ask students to think: How might you encode a message so that people can't use, for example, the frequencies of letters to help them decode it?
As a Class:
Page 1: Secrets.
In this introduction to the topic, students write a short message and make up a cipher to encode it. Students will likely use a substitution cipher.
If students are able to decode the message, they might recognize patterns in the letters or frequency of certain letters. These observations are useful because they are exactly the observations used to break substitution codes. Students have already written decoders for codes in which they knew the encryption rule. They might think about how a computer program might go about decoding messages that have been encoded with substitution codes when the coding rule is not already known.
Students may not be able to decode the messages they got from their partners in this activity. Have them think about why having a longer message would have made it easier to decode.
Ask students to think: How might you encode a message so that people can't use, for example, the frequencies of letters to help them decode it?