Design and Implementation

of
Digital Forensics Labs:

A Case Study for Teaching Digital Forensics to

Undergraduate Students

Hongmei Chi, Christy Chatmon, Edward Jones, and Deidre Evans

Computer and Information Sciences Department
Florida Agricultural & Mechanical University

1
Overview
 IA at FAMU-CIS
 Our approach to teaching digital
forensics
 Student responses
 Conclusions/Future Works
 Questions

2
Introduction
 90% of current crimes involve computers in
some way

 Computer criminals/violators leave a lot of

clues & digital evidence
 An employee is suspected of violating a company’s
Internet-usage
 A hard disk is found in the house of a suspected
terrorist
 Abnormal logs are observed on a server – a
security breach is suspected
 A person is suspected of a murder or kidnapping
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Introduction
 What is Digital Forensics?
 The application of computer investigation and
analysis techniques in the interests of determining
potential legal evidence
 Capturing and Classifying digital evidence

 Increased need for computer forensics

professionals and technicians  growth in
digital forensics education & training

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Introduction
 FAMU:
 13,000 students with 95% being African-
American

 FAMU CIS:
 300 undergrads and 30 graduate students
enrolled in Department of Computer and
Information Sciences
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IA at FAMU-CIS
 Positive track record in Information Assurance
Education (IAE)
 Three-course undergraduate IA curriculum track
certified by NSA and CNSS training standards
 NSTISSI 4011 (INFOSEC Professional) [2005-11]
 NSTISSI 4014 (Information Systems Security Officer – EL) [2005-08]
 NSTISSI 4012 (Senior Systems Manager) [Preparing for Review]

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 IA at FAMU-CIS
 FAMU’s CIS positive track record in IAE
IA Courses Year 2004 2005 2006 2007 2008 2009 Total

CIS 4360:
Intro to Computer 30 24 44 30 18 27 173
Security

CNT 4406:
Network Security & 17 22 31 11 16 11 108
Cryptography

CIS 4361:
N/A 38 21 40 17 15 131
Applied Security

CIS 4364:
N/A N/A N/A 12 16 17 45
Digital Forensics

Certificates Awarded N/A 5 10 29 7 6 57

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IA at FAMU-CIS
 Stand-Alone Security Lab

8
Our Approach to teaching DF
 Skills needed for DF Professionals:
 Legal Procedures & Laws of Evidence
 Investigative Techniques
 Computer Technology

 Audience for our DF Course

 Computer Science majors
 Criminal Justice majors
 Local law enforcement
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Our Approach to teaching DF
 Course accommodations for non-CIS
majors:
 (Lectures) introduce relevant computing
concepts & terminology

 (Hands-on Labs) apply computing concepts

directly to tasks related to digital forensics

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Our Approach to teaching DF
 (2) types of hands-on lab assignments:
 Windows-based labs (Introductory)
 To prepare those students with less computing
knowledge & experience
 Windows and Linux based labs (Advanced Topics)

 Blended lab student teams (CJ & CIS)

 To ensure that teams have subject matter
expertise & technical knowledge
 To facilitate exchange of knowledge

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Our Approach to teaching DF
 Labs are designed to expose students to:
 Evidence Identification
 Preservation Extraction
 Documentation
 Interpretation

 Labs cover four aspects of investigations:

 Email investigation
 Web activities investigation
 Window registry investigation
 Live and memory investigation

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Our Approach to teaching DF
 Teaching DF: Challenge #1
 Commercial DF tools are expensive
 Average cost - $3,000 to $5,000 per license

 Solution:
 Open source & freeware forensics tools

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 Our Approach to teaching DF
Tool: Features:
Cain Abel Password recovery for Windows
SAMinside Password recovery for Windows
John The Ripper Password recovery for Windows and Linux
Camouflage Digital steganography
Helix Imager; Password recovery; Cookie viewer;
Internet history viewer; Register viewer; File
recovery; Protected storage viewer; Scan for
pictures
Sleuth Create timeline of file activity; Sorts files based
on file type; Performs extension checking and
hash database lookups; Analyze image partition
structures process data units at content location
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 Our Approach to teaching DF
Tool: Features:
WinHex Disk editor; Data recovery; Analyze and compare
files; Disk cloning; Drive and file wiper;
Encryption
Log Parser View event log; View the registry; Use queries to
retrieve valuable information from data
Paraben Demo Cell phone forensics; Email investigation
AccessData Forensic Imager; Registry viewer; Password recovery;
Toolkit (FTK) Query searching; Data carving; Integrated
viewers and media player to view any set of data

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Our Approach to teaching DF
 Teaching DF: Challenge #2
 Finding real data for students to practice their skills

 Solution:
 Honeynet project (http://www.honeynet.org/challenges)
 Deploy honeynets all around the world, capture attacks in the wild,
analyze this information and share finings
 Three types of challenges offered:
 Scan of the Month Challenges
 The Reverse Challenge
 The Forensic Challenge
 New case studies posted often (no longer updated monthly)
 Useful to help security community develop forensic and analysis
skills to decode real attacks

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Our Approach to teaching DF
 Scan24 challenge case study: (example)
 Scenario:
 Joe Jacabs, 28, was arrested yesterday on charges of
selling illegal drugs to high school students.
 Local police officer posed as a student at Smith Hill High
School and was approached by Joe to purchase
marijuana.
 Jacobs has denied selling drugs at any other school and
refuses to provide police with the name of his
supplier/producer.

http://old.honeynet.org/scans/scan24/report.txt
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Our Approach to teaching DF
 Scan24 challenge case study: (example)
 Student task:
 The police have imaged the suspect’s disk and have provided you (the
student) with a copy.
 Examine the disk and provide answers to the following questions:
 Who is Joe Jacob’s supplier of marijuana, and what is the address
listed for the supplier?
 What crucial data are available within the coverpage.jpg file, and
why is this data crucial?
 What (if any) other high schools besides Smith Hill High School
does Joe Jacobs frequent?
 For each file, what processes were taken by the suspect to mask
them from others?
 What processes did you (the investigator) use to successfully
examine the entire contents of each file?
 (Bonus Question):

 What Microsoft program was used to create the Cover Page

file? What is your proof (Proof is the key to getting this
question right, not just guessing).
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Student Responses
 Overall very positive responses

 Feedback from a few students:

 “The labs use real-world cases. Solving these real challenge
cases inspired me to work in a digital forensics related field
in the future.”

 The hands-on labs using FTK, Helix, and Slueth Tools and
being able to act as investigator is very interesting. I would
like to work as a digital forensics professional in the future.”

 Student term project:

 Design a lab assignment using one or two open source tools.

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Future Works
 Expand the design variations of our labs
using the most popular forensics tools

 Explore other design approaches to ensure

that the labs are adaptable to different levels
of student expertise (non-major service
course for the university)

 Develop a set of hands-on labs playing

games/competitions using such environments
as CyberCIEGE
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Conclusion
 Hands-on labs were most useful to help
students grasp difficult concepts and
procedures, especially the non-majors

 Utilizing open-source tools & available “real

data” to analyze, gave the students a rich
experience and increased excitement about
potentially pursuing an information security
related profession
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Questions?

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