This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 10/01/2023 10:37:37
|
Title of Module: Security Fundamentals |
|---|
|
Code: COMP07075 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Computing, Engineering and Physical Sciences |
|---|
| Module Co-ordinator: | Raman
Singh |
|---|
| Summary of Module |
|---|
The aim of this module is to provide students fundamentals of security, including general security architecture and principles of secure design, cryptography, and system threats and vulnerabilities. This module also introduces security issues of data, network and software development that affect the ICT systems.
In addition, general ethical and legal issues and general organisational operations of secure systems are also provided to give students an overview of operating secure systems.
Undertaking this module will develop a range of graduate attributes. Knowledge and understanding of behind the principles and techniques used to secure the data and information for current and future applications. Tracking, reviewing and offering most up-to-date scientific literature will develop analytical approach and presentation skills. The module will emphasis on various innovative research and development techniques in Information Security and focus on developing innovative and analytical research thinking and consideration of ethical issues.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
demonstrate a critical understanding of the general architecture of the secure systems and designing principles of security, including the legal and ethical issues;
L2.
demonstrate a detailed knowledge of basic computers and operating systems as well as knowledge of networking fundamentals including the OSI model;
L3.
demonstrate a deep understanding of the weaknesses and vulnerability of systems and access control to these systems;
L4.
demonstrate a good understanding of algorithms in cryptography;
L5.
effectively apply security measures to protect data, networks, and software; |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 7.
A detailed understanding of computers, networks, operating systems, and security architecture and designing principles, algorithms of cryptography, access control, and the legal and ethical issues. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
The ability to use simulators to simulate networks and attacks and the ability to make the recommendations against the attacks. |
| Generic Cognitive skills |
SCQF Level 7.
Skills of identifying and analysing issues in computer networks. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Skills in designing secure systems and use simulators to simulate real world systems. Report writing and presentation skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Teamwork skills. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| Learning and teaching will be delivered through a variety of mechanisms,including lectures, seminars, practical sessions, case studies and group projects. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Independent Study | 152 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Eastom, C. (2016) Computer Security Fundamentals (3rd Edition). Pearson.
Dowd, M, McDonald, J and Schuh, J. (2006) The Art of Software Security Assessment: Identifying and Preventing Software Vulnerabilities. (1st Edition) Addison-Wesley.
Stallings, W and Brown, L. (2017) Computer Security: Principles and Practice. (4th Edition). Pearson.
Andress, J. (2014) The Basics of Information Security: Understanding the Fundamentals of InfoSec in Theory and Practice. (2nd Edition) Syngress.
Analysis of ESBs based on Information Security and High-availability using AHP method, Siddiqui et al, International Journal of Physical Sciences, Vol (6), 01, 2011
Security analysis of Smartphone and Cloud Computing Authentication Frameworks and Protocols, Siddiqui et al, IEEE Access, Vol(6), 2018
Internet access to Moodle to allow student access to all teaching material, including slides, tutorials, coursework and lab sheets for the practical aspects of the syllabus.
A suitably equipped lab.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Computing |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Business & Applied Computing |
|---|
| Moderator | Sean Sturley |
|---|
| External Examiner | M Davis |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.07 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Practical Coursework (60%) |
| Group Project (40%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
This module is suitable for any student. The assessment regime will be applied flexibly so that a student who can attain the practical outcomes of the module will not be disadvantaged. When a student discloses a disability, or if a tutor is concerned about a student, the tutor in consultation with the School Enabling Support co-ordinator will agree the appropriate adjustments to be made.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|