CYBER iteracy - STEM Curriculum, Cyber Curriculum, Cyber ...BANK VAULT BOE-BOT Section 1- The Bank Vault The objective behind this build is to create a Boe-Bot that will store a four-digit

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SAMPLE CURRICULUM

BB05- Bank Vault Boe-Bot www.NICERC.org

Copyright © 2016 Cyber Innovation Center All Rights Reserved. Not for Distribution.

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This material is based upon work supported by the U.S. Department of Homeland Security under Grant Award Number, 2013-PD-127-000001, Modification #2.

CYBERiteracy

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Per Class

Per Team• None

• Boe-Bot (as assembled from BB04, with 2 pushbutton circuits)

• Computer with BASIC Stamp Editor program or Parallax IDE (Chrome-based Stamp Editor)

• USB Cable

• Two (2) 220 Ω resistors

• Two (2) 10k Ω resistors

• Two (2) pushbutton (tact) switches

• One (1) green LEDs

• Miscellaneous jumper wires

Materials ListTeacher Notes:

Learning Objectives

• TLW experiment with multiple pushbuttons as input devices• TLW store a four digit code into variables• TLW use the Boe-Bot to compare stored values against values entered by user via

pushbuttons

Learning Summary

• Review PIN homework assignment (if assigned)• Discuss the layout of the bank vault pushbutton circuit, including flowchart and

schematic• Handout remainder of supplies and discuss the installation of the components• Lead students towards developing their own code as they consider their flowcharts and

schematics• For those who understand, some additional challenges are prepared

• A homework assignment to prepare students for the break-in challenge that will follow

http://www.nicerc.org/curricula/cyber-society/



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BANK VAULT BOE-BOT

Section 1- The Bank Vault

The objective behind this build is to create a Boe-Bot that will store a four-digit code and measure that code against one that is entered by the user. If the codes match, the Boe-Bot indicates the vault is open by printing a message on the Debug window and flashing a green LED. If the codes do not match, the Boe-Bot indicates the vault is not open by printing a message on the Debug window and flashing a red LED.

The PIN codes involved in this build are relatively simple: four digits of any number one through four. For example, students could set their codes as 1234, 3231, or 1141—anything from 1111 to 4444 (or 0000 to 3333, if you want to stick with using I/O Pin numbering).

NOTE: This lesson is set up so that the code numbers are referred to as 1 through 4, but the pins are 0 through 3.

To begin, ask students: What other supplies would be needed in order to set up a PIN pad that can accept four digits, 1 through 4? What about the output display and the visual code?

Answer: Two more pushbuttons and associated resistors and one green LED.

The previous build’s flowchart required a diamond for each pushbutton and simply turned on LEDs when pressed.

Question: How will this differ?

Answer: Each pushbutton is shown as a diamond, but now you have to check each pushbutton four times.

Question: How can the Boe-Bot identify which digit is pushed in which order? How can a 1111 be distinguished from a 4444?

Answer: As soon as a pushbutton is pressed, that pin will go “high”, and the IN# value will go to 1.

Assuming the user can only press one button at a time, what will happen to the SUM of the IN values when just one button is pressed? It will go from 0 to 1. In other words, as soon as the Boe-Bot recognizes a value of >0 on the sum of the four buttons, you can identify that a button has been pressed; then it simply becomes a task of checking each pin to see which is high. If P0 is high, then the first digit is 1. If P1 is high, then the first digit is 2.

As soon as the first digit is entered, the cycle begins again and the Boe-Bot waits for the sum to move to a value greater than 0 and then it can identify the second digit. And so on, and so on, until all four digits are entered.

Then, the Boe-Bot will be tasked with matching the four entered values with the previously identified values and checking for a complete match. If the four digits match, the vault opens and the green light turns on. Otherwise, a message indicating the vault is secure flashes and the red light comes on.

Question: What will happen if the Boe-Bot accepts values at real time (1 millisecond per line of code), when a human taps one button with an average reaction time of 240 - 320 milliseconds? In other words, humans can’t work (or respond) as fast as computers.

Teacher Notes:



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Answer: Check out http://www.humanbenchmark.com/tests/reactiontime and ask students to not try to react as quickly as possible, but to replicate the pushing of a button in everyday life. Keeping in mind that the Boe-Bot clock operates in milliseconds, what this shows us is that the Boe-Bot will have accepted hundreds of pushbutton entries in the 300 milliseconds that it takes the human to tap and release the pushbutton! So, you have to slow the Boe-Bot down after each button press is registered. To do this, you will need to remember our PAUSE commands.

Section 2- More Supplies

Now the task becomes assembling four pushbuttons and two LEDs onto the Boe-Bot prototyping area. Depending on the quantity of supplies available, this is a perfect time to experiment with building teams. This activity is a great opportunity to team up students in groups of two to four. There is certainly enough going on here to share some of the workload.

Most of the build from BB04 will remain intact. One red LED will come out, and the pushbuttons may have to be realigned so that they are only one row apart on the prototyping area. In order to fit four buttons and make them reachable with fingers, the buttons should be exactly one row apart, beginning at the first row closest to the copyright logo. This will leave two empty rows at the power header area of the circuit board; just enough for two LEDs!

As always, the following flowcharts and schematics are only suggestions. While they do account for the code that follows in Section 4, the following graphics are not the only solutions. Students should be encouraged to explore different wiring solutions and different flowcharts. The flowcharts that follow were created with the attempt of keeping the verbiage straightforward and easy to follow. The code follows that same goal.

Section 3- The Flowchart and Schematic

http://www.humanbenchmark.com/tests/reactiontime



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Flowchart: First Segment



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Flowchart: Second Segment



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Flowchart: Third Segment



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Schematic



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Wiring Diagram (animated & actual)

Section 4- The Code

The best way to preview this code for classroom use is to copy and paste into your editor (either the Parallax PBASIC Stamp editor or the ParallaxIDE Chrome extension).

keypress1 VAR Nib ‘This variable stores which button was pressed firstkeypress2 VAR Nib ‘This variable stores which button was pressed secondkeypress3 VAR Nib ‘This variable stores which button was pressed thirdkeypress4 VAR Nib ‘This variable stores which button was pressed fourth

button1 con 0 ‘The first button should connect to pin 0button2 con 1 ‘The second button should connect to pin 1button3 con 2 ‘The third button should connect to pin 2button4 con 3 ‘The fourth button should connect to pin 3

red_LED con 11 ‘The red LED should connect to pin 11green_LED con 10 ‘The green LED should connect to pin 10

‘ This vault is secured with the code 2-3-1-4



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‘ To change the vault code, change the values here.pincode1 con 2 ‘This is the first digit of the pin codepincode2 con 3 ‘This is the second digit of the pin codepincode3 con 1 ‘This is the third digit of the pin codepincode4 con 4 ‘This is the fourth digit of the pin code

DODEBUG CLS, “Enter your 4 digit PIN code.”

DO ‘THIS LOOP waits for an initial button pressLOOP until IN0 + IN1 + IN2 + IN3 > 0 ‘The program ‘pauses’ until activated

IF IN0 = 1 THEN keypress1 = 1ELSEIF IN1 = 1 THEN keypress1 = 2ELSEIF IN2 = 1 THEN keypress1 = 3ELSEIF IN3 = 1 THEN keypress1 = 4ENDIF

GOSUB beep

DOLOOP until IN0 + IN1 + IN2 + IN3 > 0


GOSUB beep



GOSUB beep



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GOSUB beep

‘Activating these lines will reveal the PIN code and the codes entered‘DEBUG “Code entered is: “, DEC1 keypress1, DEC1 keypress2, DEC1 keypress3, DEC1 keypress4, CR‘DEBUG “Pin code stored: “, DEC1 pincode1, DEC1 pincode2, DEC1 pincode3, DEC1 pincode4

IF keypress1 = pincode1 AND keypress2 = pincode2 AND keypress3 = pincode3 AND keypress4 = pincode4 THEN DEBUG CLS, “Bank Vault Opened!” HIGH green_LED PAUSE 2000 LOW green_LEDELSE DEBUG CR, “Codes don’t match. Bank Vault Secured.”ENDIF

PAUSE 2000LOOPEND

beep:‘High red_LED ‘an optional visual cueFREQOUT 4, 250, 3000‘Low red_LEDRETURN



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Not the silent alarm…

Have students program the LED to blink with each pushbutton entry and flash when the code is entered correctly or incorrectly.

At the “Beep to Acknowledge” code, include High 11, Pause 100, Low 11. This will also help the user identify when it is safe to press the next button.

In place of the Pause 1000 in the Vault Opened or Vault Secured message, add something similar to the following:For Counter = 1 to 8 High 11 Pause 250 Low 11 Pause 250

Next

You hit the Jackpot!

In place of the “Vault Opened” message, have the green LED flash and the speaker sound a high pitched tone that coincides with the flashing, like a slot machine.

Similarly, in place of the Pause 2000 line, enter something like the following:

For Counter = 1 to 8 High 11 Freqout 4, 250, 5000 Low 11 Pause 250Next

The cops are called!

Have students program a siren to sound when an incorrect code is answered. Something like the following may work.

For Counter2 = 1 to 3 For Counter = 3000 to 4000 Step 50 Freqout 4, 25, Counter Next For Counter = 4000 to 3000 Step 50 Freqout 4, 25, Counter Next

Next

Section 5- Additional Changes

LA04- 4th Amendment Project www.NICERC.org


1

This material is based upon work supported by the U.S. Department of Homeland Security under Grant Award Number, 2013-PD-127-000001, Modification #2.

CYBERiteracy

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CYBERiteracy

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Per Class

Per Team

• None

• Laptop or other connected device with internet access

Materials ListTeacher Notes:

Learning Objectives

• TLW research current Department of Justice policy on electronic search and seizure.

• TLW research current event articles on cyber security and privacy.

Learning Summary

• This is a student-paced lesson. Students should be presented with one of the two assignments for the lesson. Presumably, one will be completed in class and the other to be completed as a homework assignment

• The teacher should review all documents prior to assigning the lesson to ensure that all components of the assignment are understood

http://www.nicerc.org/curricula/cyber-society/



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4TH AMENDMENT PROJECT

Direct students to the following website:

http://www.justice.gov/criminal/cybercrime/docs/ssmanual2009.pdf

• The file at the above link will take the student to a Department of Justice manual published in 2009.

• “Searching and Seizing Computers and Obtaining Electronic Evidence in Criminal Investigations”, Computer Crime and Intellectual Property Section, Criminal Division.

• The document is a law enforcement training manual intended to enlighten anyone working on computer and cyber crimes.

For the purpose of this lesson, attention should be directed to:

• Printed pages 5 and 6 (PDF pages 17-18);

• Reasonable Expectation of Privacy in Computers as Storage Devices

• And page 10 (PDF page 22)

• Private Searches

Assignment:

Part 1: Select two cases from the PDF file that you agree with and two that you disagree with. Write one well thought-out paragraph for EACH CASE, explaining WHY you agree or disagree with it. Be sure to CITE THE CASE and RECITE SOME OF THE DETAILS behind the warrantless search in each of your paragraphs.

Part 2: In NO LESS THAN one well-constructed and thought-out paragraph, answer the following question: Must law enforcement agents limit themselves to only the files examined by the repair technician or is all data on a particular storage device within the scope of the initial private search? Use information from the document and citations where necessary.

Article 1: House Intel Chief Wants to Increase Cyber Attacks against Russia

• http://www.defenseone.com/politics/2014/10/house-intel-chief-wants-increase-cyber-attacks-against-russia/95675/

Teacher Notes:

Section 1- US Department of Justice

Section 2- Current Events

http://www.justice.gov/criminal/cybercrime/docs/ssmanual2009.pdf

http://www.defenseone.com/politics/2014/10/house-intel-chief-wants-increase-cyber-attacks-against-ru

http://www.defenseone.com/politics/2014/10/house-intel-chief-wants-increase-cyber-attacks-against-ru



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Article 2: “Beyond the Law?” FBI Director Criticizes Apple, Google Privacy Features

• http://www.nextgov.com/big-data/2014/09/beyond-law-fbi-director-criticizes-apple-google-privacy-features/95198/

Article 3: Facebook Retools Secret Research Guidelines

• http://www.nextgov.com/emerging-tech/2014/10/facebook-retools-secret-research-guidelines/95777/

Assignment:

Part 1: Identify five statements or ideas that you think are important to the concept of Privacy or Security. They can be ideas from the article or comments directly relating to issues from the article. Regardless, you must provide five statements from each of the three articles.

Part 2: Discussion Questions

• Answer the Discussion Questions at the bottom of the page. Please take your time and provide a cohesive, well thought-out response, consisting of no less than one paragraph. Use references from the articles and from discussions you have had earlier in the year, and be sure to cover all parts of the Discussion Questions.

• Why do you think others make this kind of information public? Does the US public have a right to know how the Intel is gathered/used in this country? Do you think it is bad for us to release this information when terrorists with cell phones can search for and read these same articles?

http://www.nextgov.com/big-data/2014/09/beyond-law-fbi-director-criticizes-apple-google-privacy-feat

http://www.nextgov.com/big-data/2014/09/beyond-law-fbi-director-criticizes-apple-google-privacy-feat

http://www.nextgov.com/emerging-tech/2014/10/facebook-retools-secret-research-guidelines/95777/

http://www.nextgov.com/emerging-tech/2014/10/facebook-retools-secret-research-guidelines/95777/

Documents

CYBER iteracy - STEM Curriculum, Cyber Curriculum, Cyber ...BANK VAULT BOE-BOT Section 1- The Bank Vault The objective behind this build is to create a Boe-Bot that will store a four-digit