Course Plan

Course Name Introduction to Cyber Security

Course Coordinator Mrs. Gayatri Bajantri, Asst. Professor
Course Type Professional Elective CIE Marks 40
Course Code BETCK1051 SEE Marks 60
Min CIE Marks- Theory Component 18
Lect Theory Pract Self S
Teaching Hours /Week Min CIE Marks- Practical Component -
4 - Minimum SEE Marks 20
Total hours of pedagogy 40 Total-CIE+SEE Marks 100
Total Credits 3 Exam Hours 03
Course Overview
Cyber security is the application of technologies, processes, and controls to protect systems, networks,
programs, devices and data from cyber attacks. It aims to reduce the risk of cyber attacks and protect against the
unauthorised exploitation of systems, networks, and technologies.
In this course, we will learn the basic concepts and different types of cyber security. And mainly focus on
cybercrimes, cyber criminals, legal perspectives on cybercrime, an Indian perspective on cybercrime
classification of cybercrimes. We will also learn the Social engineering, cyber stalking, Botnets and different
tools and methods used in cybercrimes.
We will learn the very important concept in cyber security that is Phishing and Identity theft. In phishing we
learn about methods of phishing, different techniques of phishing, spear phishing, phishing scams and toolkits
phishing. ID-theft is another concept where personal identity is stolen by attackers. We also learn the different
types of ID-theft like financial identity theft, criminal identity theft, business identity theft, medical identity
theft, synthetic identity theft, child identity theft.
And also learn about computer forensics, digital forensics, digital evidence, and network forensics. The
computer forensics is the lawful and ethical seizure, acquisition, analysis, reporting and safeguarding of data and
metadata derived from digital devices which may contain information that is notable and perhaps of evidentiary
value to the Trier of fact in managerial, administrative, civil, and criminal investigations. Understand the need of
using computer forensics in cyber security and chain of custody. Another important concept is digital evidence
where we learn computer forensics and network forensics.
Prerequisites
A basic understanding of using operating systems, networks, and the Internet. Be able to download and install
software. A willingness to learn
Significance/ Applications of the Course
 DDoS security: Cybersecurity helps to provide a DDoS mitigation service to help cope with it which
diverts the traffic to the other cloud-based servers and the situation gets resolved.
 Web Firewall: Cybersecurity measure helps to determine and enable auto-traffic monitoring by
reducing attack risk.
 Bots: Cybersecurity helps to deal with identifying fake users i.e. bots and make them log out of their
sessions so they don’t affect the experience of the normal users.
 Antivirus and Antimalware: in maintaining network security and firewall systems for all the
 connected devices on the network.
 Critical systems: It monitors all the applications in real-time and checks regularly the safety of the
servers, the network used by it, and the users themselves.
 Rules and regulations: Cyber security helps to create new rules and regulations for the users,
attackers, and the people on the network to follow and comply with certain rules and norms while
they are using the Internet.
Course objectives: This course will enable students to
1. familiarize cybercrime terminologies and perspectives
2. To understand Cyber Offenses and Botnets
3. To gain knowledge on tools and methods used in cybercrimes
4. To understand phishing and computer forensics

Course Outcomes
After studying this course, students will be able to:
CO-1 Explain the cybercrime terminologies
CO-2 Describe Cyber offenses and Botnets
CO-3 Illustrate Tools and Methods used on Cybercrime
CO-4 Explain Phishing and Identity Theft
CO-5 Justify the need of computer forensics
CO-PO Mapping
Programme
Specific
Programme Outcomes (POs)
Outcomes
COs
(PSOs)
PS PS PS
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
O1 O2 O3
CO-1 3 3 2 - 3 - - - - - - 2 2 - -

CO-2 3 3 2 - 3 - - - - - - 2 2 - -

CO-3 3 3 2 - 3 - - - - - - 2 2 - -

CO-4 3 3 2 - 3 - - - - - - 2 2 - -

CO-5 3 3 2 - 2 - - - - - - 3 2 - -

Avg 3.0 3.0 2.0 - 2.4 - - - - - - 2.2 2 - -

Justification of CO with PO's and PSO's
CO
PO/PSO CL Justification
No.
CO-1 PO1 3 Highly mapped as students can understand the concepts of Cyber security Conce
Highly mapped as students can compare and contrast alternative definition of Cy
PO2. 3
Security
Moderately mapped as students can design and develop the modules on Cyber
PO3 2
security Concepts
Moderately mapped as students can use modern tools to develop the application
PO5 2
Cyber security
PO12 2 Moderately mapped as students can use these concepts to develop futuristic
applications
 Highly mapped as students apply the concepts of Cyber security to secure the
PSO1. 3
application software
PO1 3 Highly mapped as students can Describe Cyber offenses and Botnets
3 Highly mapped as students can compare and contrast alternative solutions to
PO2.
Describe Cyber offenses and Botnets
2 Moderately mapped as students can develop different Describe Cyber offenses a
PO3
Botnets to secure applications against different types of attacks
CO-2 2 Moderately mapped as students can use modern tools to develop different Desc
PO5
Cyber offenses and Botnets to secure applications against different types of attac
2 Moderately mapped as students can use the concepts of Describe Cyber offense
PO12.
and Botnets in application and system software.
2 Moderately mapped as students apply the concepts of Cyber offenses and Botne
PSO1 .
secure the application software
3 Highly mapped as students can understand the concepts of Tools and Methods u
PO1
on Cybercrime
PO2. 3 Highly mapped as students can use the Tools and Methods used on Cybercrime
3 Highly mapped as students can design and develop models and Tools and Meth
PO3
used on Cybercrime
CO-3 3 Highly mapped as students can apply modern tool to build mathematical models
PO5
Tools and Methods used on Cybercrime
2 Moderately mapped as students can use the concepts of Tools and Methods used
PO12
Cybercrime
2 Highly mapped as students apply the concepts Tools and Methods used on
PSO 3
Cybercrime
PO1 3 Highly mapped as students can understand the concepts Phishing and Identity Th

PO2 3 Highly mapped as students can apply the concepts Phishing and Identity Theft
3 Highly mapped as students can design and develop the concepts Phishing and
CO-4 PO3
Identity Theft
3 Highly mapped as students can design and develop the concepts of Phishing and
PO5
Identity Theft
PO12. 2 Moderately mapped as students can use the concepts Phishing and Identity Theft
PSO1 . 3 Highly mapped as students apply the concepts of Phishing and Identity Theft
3 Moderately mapped as students can understand the concepts of need of compute
PO1
forensics
CO-5 PO2 3 Highly mapped as students can justify the need of computer forensics
PO3 3 Highly mapped as students can justify the need of computer forensics
PO5 2 Slightly mapped as students can justify the need of computer forensics
PO12. 3 Highly mapped as students can justify the need of computer forensics
PSO1. 2 Moderately mapped as students justify the need of computer forensics

Course Content
Modules Teachin RBT
 g Hours
Level
Planned
Module-1
Introduction to Cybercrime: Cybercrime: Definition and Origins of the Word,
Cybercrime and Information Security, Who are Cybercriminals? Classifications of
Cybercrimes, An Indian Perspective, Hacking and Indian Laws., Global Perspectives
L1,
8
L2
Teaching- Chalk and talk, PPT
Learning
Process
Module-2
Cyber Offenses:
How Criminals Plan Them: Introduction, How criminals plan the attacks, Social
Engineering, Cyber Stalking, Cybercaafe & cybercrimes.
Botnets: The fuel for cybercrime, Attack Vector. 8 L2
Teaching- Chalk and talk PPT
Learning
Process
Module-3
Tools and Methods used in Cybercrime: Introduction, Proxy Servers, Anonymizers,
Phishing, Password Cracking, Key Loggers and Spyways, Virus and Worms, Trozen
Horses and Backdoors, Steganography, DoS and DDOS Attackes, Attacks on Wireless
networks. 8 L2
Teaching- Chalk and talk PPT
Learning
Process
Module-4
Phishing and Identity Theft: Introduction, methods of phishing, phishing,phising
techniques, spear phishing, types of phishing scams, phishing toolkits and spy phishing,
counter measures, Identity Theft
Teaching- Chalk and talk, PPT 8 L2
Learning
Process
Module-5
Understanding Computer Forensics: Introduction, Historical Background of
Cyberforensics, Digital Foresics Science, Need for Computer Foresics, Cyber Forensics and
Digital Evidence, Digital Forensic Life cycle, Chain of Custody Concepts, network
forensics. 8 L2
Teaching- Chalk and talk, PPT
Learning
Process
Teaching-Learning Process (Mode of Teaching)
Strategies to accelerate the attainment of the various course outcomes.
1. Exploring the different software tools (L2 Understand)
2. Make the awareness of the course in laymen’s
3. Different areas of cyber security
4. Visiting the different web resources and exploring the software Active tools & Passive of Cyber security
Self-Study Component
Module 1: Definition and Origins of the Word, Cybercrime and Information Security, Who are
Cybercriminals? Classifications of Cybercrimes, An Indian Perspective, Hacking and Indian Laws., Global
Perceptive
Module 5: Introduction, Historical Background of Cyber forensics, Digital Foresics Science, Need for
Computer Foresics, Cyber Forensics and Digital Evidence, Digital Forensic Life cycle, Chain of Custody
Concepts, network forensics.
Curriculum Gaps Identified:
2. The Basics of networking and information security concepts
3. Training for the students towards cyber security awareness
Content beyond Syllabus
2. Basics of Networking
3. Basics of Internet
Innovative Teaching Methods
Activity Based Learning (Suggested Activities in Class)/ Practical Based learning
1. Think, pair & share
2. Group discussion
3. Micro teaching
4. Flipped classroom
5. Illustration of standard case study of cyber crime
Modern Tools:
1.Google Class room
2. Youtube videos
3.Kahoot
4. Google drive
Assessment Details (Both CIE & SEE):

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The
minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50). The minimum passing
mark for the SEE is 35% of the maximum marks (18 marks out of 50). A student shall be deemed to have
satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures
not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a minimum of 40% (40
marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End
Examination) taken together.

Continuous Internal Evaluation(CIE):

Two Unit Tests each of 30 Marks (duration 01 hour)
• First test after the completion of 30-40 % of the syllabus
• Second test after completion of 80-90% of the syllabus
One Improvement test before the closing of the academic term may be conducted if necessary. However best
two tests out of three shall be taken into consideration

Two assignments each of 20 Marks

The teacher has to plan the assignments and get them completed by the students well before the closing of the
term so that marks entry in the examination portal shall be done in time. Formative (Successive) Assessments
include Assignments/Quizzes/Seminars/ Course projects/Field surveys/ Case studies/ Hands-on practice
(experiments)/Group Discussions/ others. . The Teachers shall choose the types of assignments depending on
the requirement of the course and plan to attain the Cos and POs. (to have a less stressed CIE, the portion of the
syllabus should not be common /repeated for any of the methods of the CIE. Each method of CIE should have a
different syllabus portion of the course). CIE methods /test question paper is designed to attain the different
levels of Bloom’s taxonomy as per the outcome defined for the course.
The sum of two tests, two assignments, will be out of 100 marks and will be scaled down to 50 marks

Semester End Examination(SEE):

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for
the subject (duration 03 hours)
• The question paper shall be set for 100 marks. The medium of the question paper shall be
English/Kannada). The duration of SEE is 03 hours.
• The question paper will have 10 questions. Two questions per module. Each question is set for 20 marks.
The students have to answer 5 full questions, selecting one full question from each module. The student
has to answer for 100 marks and marks scored out of 100 shall be proportionally reduced to 50
Suggested Learning Resources:
Books (Title of the Book/Name of the author/Name of the publisher/Edition and Year)
Textbook 1. Sunit Belapure and Nina Godbole, “Cyber Security: Understanding Cyber Crimes, Computer
Forensics And Legal Perspectives”, Wiley India Pvt Ltd, ISBN: 978-81- 265-21791, 2011, First Edition
(Reprinted 2018)
Web links and Video Lectures (e-Resources)
https://www.youtube.com/watch?v=yC_hFm0BX28&list=PLxApjaSnQGi6Jm7LLSxvmNQjS_rt9swsu
• https://www.youtube.com/watch?v=nzZkKoREEGo&list=PL9ooVrP1hQOGPQVeapGsJCktzIO4DtI4_
• https://www.youtube.com/watch?v=6wi5DI6du-4&list=PL_uaeekrhGzJlB8XQBxU3z__hDwT95xlk
• https://www.youtube.com/watch?v=KqSqyKwVuA8

Signature of Course Coordinator Signature of H.O.D

Module wise Plan

Module-1 No of Hours-8
Module Overview: Introduction to Cybercrime:
Cybercrime: Definition and Origins of the Word, Cybercrime and Information Security, Who are
Cybercriminals? Classifications of Cybercrimes, An Indian Perspective, Hacking and Indian Laws., Global
Perspectives
Module Level Outcomes
MO1.1 Definition and Origins of the Word
MO1.2 Cybercrime and Information Security
MO1.3 An Indian Perspective, Hacking and Indian Laws
MO1.4 Global Perspectives
Learning Objectives: At the end of this Module, student will be able to
1. Cybercrime: Definition and Origins of the Word, Cybercrime and Information Security,
2. Who are Cybercriminals, Classifications of Cybercrimes,
3. An Indian Perspective, Hacking and Indian Laws., Global Perspectives

Lesson Plan
Referenc
e or Text
Lecture Teaching Activities PO’ PSO’ CO’
Topics covered Book/
No. Method Planned s s s
Chapter
No.
Introduction to Cybercrime:
L1 Definition and origin of the word
”Cybercrime”
Chalk and
Cybercrime and Information Board,TP
L2 Security S (Think, Students
Who are cybercriminals Pair & said to
L3
Share) explore T1: ( 1.1
L4 Classification of Cybercrimes 1,2,3 to 1.5,
Chalk and links of 1 1
Cybercrime: An Indian ,5,12 1.7-1.9)
L5 Board tools used
perspective
Chalk and in Cyber
Cybercrime and the Indian ITA Board Security
L6 2000
Chalk and
Hacking and Indian Laws Board
L7
A Global perspective on
L8 cybercrimes
Module level questions
Knowledge dimension
of questions
RBT
Questions (Factual, Conceptual,
Level
Procedural, Meta
cognitive)
Define the alternate definition of computer crime? L1,L2 Conceptual
Define the terms related to cybercrime? L1 Conceptual

Define the two types of attacks are prevalent to cyber criminals? L1 Conceptual
Differentiate among the two term Computer crime and computer L1 Conceptual
Write a note on: 1) Indian legal perspectives on cybercrime. L1,L2 Procedural
2) Global perspectives on cybercrime
How do you think cybercrime has relevance in the extended L1,L2 Conceptual
enterprise context? Explain

Module wise Plan

Module-2 No of Hours-8
Module Overview: Cyber Offenses:
How Criminals Plan Them: Introduction, How criminals plan the attacks, Social Engineering, Cyber
Stalking,
Cybercaafe & cybercrimes.
Module Level Outcomes
MO2.1
How Criminals Plan Them :criminals plan the attacks

MO2.2 Social Engineering, Cyber Stalking,

MO2.3 Cybercaafe & cybercrimes.

MO2.4 Botnets: The fuel for cybercrime
MO2.5 Attack Vector
Learning Objectives: At the end of this Module, student will be able to
1. How Criminals Plan Them
2. Social Engineering, Cyber Stalking, Cybercaafe & cybercrimes.
3. Botnets: The fuel for cybercrime, Attack Vector.
Lesson Plan
Referenc
e or Text
Lecture Teaching Activities PO’ PSO’ CO’
Book/
No. Method Planned s s s
Chapter
No.
L1 Cyber Offenses How Criminals Chalk and Students 1,2,3 1 2 Textbook
Plan Them: Board, TPS said to ,5 :1
Introduction, How criminals plan explore &12 Chapter 2
the attacks, (Think, Pair
L2 links of (2.1 to
& Share)
tools used 2.7)
Social Engineering, Chalk and in Cyber
L3 Board, TPS Security
(Think, Pair
Cyber Stalking, & Share)
L4 Cybercaafe. Chalk and
L5 Cybercrimes Board PPT
 L6 Botnets: The fuel for cybercrime,
L7 Attack Vector.
L8 Attack Vector.

Module level questions

Knowledge dimension
of questions
RBT
Questions (Factual, Conceptual,
Level
Procedural,
Metacognitive)
Describe the different categories of Cybercrime? Explain each of them L2 Conceptual
How criminals plan the attack? Explain each phase in detail L2 Conceptual
Explain any 5 Passive attacks L3 Factual
Explain any 5 Active Attacks L4 Factual
Tools involved in Active attacks and Passive Attacks L2 Factual

Module wise Plan

Module-3 No of Hours-8
Module Overview: Tools and Methods used in Cybercrime
Module Level Outcomes
MO3.1 Tools and Methods used in Cybercrime
MO3.2 Proxy Servers, Anonymizers, Phishing,
MO3.3 Password Cracking, Key Loggers and Spyways
MO3.4 Virus and Worms, Trozen Horses and Backdoors,
MO3.5 Steganography
DoS and DDOS Attackes,
MO3.6 Attacks on Wireless networks.
Learning Objectives: At the end of this Module, student will be able to
1.Tools and Methods used in Cybercrime
2.Proxy Servers, Anonymizers, Phishing, Password Cracking, Key Loggers and Spyways
3.Virus and Worms, Trozen Horses and Backdoors, Steganography, DoS and DDOS Attackes
4.Attacks on Wireless networks.
Lesson Plan
Referenc
e or Text
Lecture Teaching Activities PO’ PSO’ CO’
Topics covered Book/
No. Method Planned s s s
Chapter
No.
L1 Tools and Methods used in Board,TP Explored 1,2,3 1 3 Textbook
Cybercrime: Introduction S (Think, the ,5 :1
L2 Proxy Servers, Anonymizers, different and Chapter 4
Pair &
L3 Phishing,
Password Cracking, Password 12 (4.1 to
Share)
cracking 4.9, 4.12)
L4 Key Loggers and Spyways, Chalk and methods
 Virus and Worms, Trozen Horses Board and Virus
L5
and Backdoors, Steganography, PPT
L6 DoS and DDOS Attackes Chalk and
L7 Attacks on Wireless networks Board

L8 Attacks on Wireless networks

PPT
Module level questions
Knowledge
dimension of
RBT questions
Questions
Level (Factual,
Conceptual,
Procedural,
Define and explain how Phishing works? L1 Conceptual,
What are different ways of password cracking also explain online and Conceptual
offline attacks? L1

How can keyloggers be used to commit a cybercrime, also explain Conceptual

L1
software ,hardware, anti keyllogers
Define Trojan horses and backdoors, also list out steps to protect your Conceptual
L1
system from them
Define and explain steganography with the help of a flowchart? L1 Conceptual
Define backdoor and explain functions of backdoor L1 Conceptual
Define and list out the purpose and advantages of proxyservers? L1 Conceptual

Module wise Plan

Module-4 No of Hours-8
Module Overview: Phishing and Identity Theft
Module Level Outcomes
MO4.1 methods of phishing,
MO4.2 phishing, phising techniques,
MO4.3 spear phishing, types of phishing scams, ,
MO4.4 phishing toolkits and spy phishing
MO4.5 counter measures, Identity Theft
Learning Objectives: At the end of this Module, student will be able to
1. Methods of phishing, phishing, phising techniques,
2. Spear phishing, types of phishing scams,
3. phishing toolkits and spy phishing
4. counter measures, Identity Theft

Lesson Plan
 Referenc
e or Text
Lecture Teaching Activities PO’ PSO’ CO’
Topics covered Book/
No. Method Planned s s s
Chapter
No.
L1 Methods of phishing, Board,TP
L2 phishing, phising techniques S (Think, Textbook
L3 Spear phishing, Pair & 1,2,3 :1
L4 types of phishing scams Share) ,5 Chapter 5
L5 phishing toolkits - 1 4 (5.1. to
Chalk and and
L6 spy phishing Board 12 5.3)
L7 counter measures PPT
L8 Identity Theft
Module level questions
Knowledge
dimension of
RBT questions
Questions
Level (Factual,
Conceptual,
Procedural,
Explain the different Methods of Techniques in Phishing? L1,L2 Conceptual
Define spear phishing & types of Spear phishing scams? L1,L2 Conceptual
Explain the different counter measures? L1 Conceptual
Define Identity theft? L1 Conceptual

Module wise Plan

Module-5 No of Hours-8
Module Overview: Understanding Computer Forensics
Module Level Outcomes
MO5.1 Historical Background of Cyberforensics
MO5.2 Digital Foresics Science
MO5.3 Need for Computer Foresics
MO5.4 Cyber Forensics and Digital Evidence
MO5.5 Digital Forensic Life cycle
MO5.6 Chain of Custody Concepts, network forensics.
Learning Objectives: At the end of this Module, student will be able to
1. Historical Background of Cyberforensics,
2. Digital Foresics Science, Need for Computer Foresics
3. Cyber Forensics and Digital Evidence
4. Digital Forensic Life cycle, Chain of Custody Concepts,
5. Network forensics.
Lesson Plan
 Referenc
Teachin e or Text
Lecture Activities PO’ PSO’ CO’
g Book/
No. Planned s s s
Method Chapter
No.
L1 Understnading Computer Board,T
Forensics: Introdcution PS
L2 Historical Background of Textbook
(Think, Students :1
L3 Cyberforensics
Digital Foresics Science Pair & to visit Chapter 7
1,2,3
L4 Need for Computer Foresics Share) Cyber (7.1. to
,5 1 5
Cyber Forensics and Digital Forensic 7.5, 7.7 to
L5 Chalk &12
Evidence, , dept in the 7.9)
L6 Digital Forensic Life cycle and city
L7 Chain of Custody Concepts, Board
L8 network forensics. PPT
Module level questions
Knowledge
dimension of
RBT questions
Questions
Level (Factual,
Conceptual,
Procedural,
Define the following terms Conceptual
a Computer forensics/cyber forensic
L1
b. Digital forensics
c. Chain of custody
Explain the role of digital forensics. L1 Conceptual

Describe the need for computer forensics Conceptual

L2

Define the difference between computer security and computer forensics Conceptual
L1
Explain the guidelines of evidence collection phase L1 Conceptual

Signature of Course Coordinator Signature of H.O.D