695.641.81 - Cryptology
Description
This course provides an introduction to the principles and practice of contemporary cryptography. It begins with a brief survey of classical cryptographic techniques that influenced the modern development of the subject. The course then focuses on more contemporary work: symmetric block ciphers and the Advanced Encryption Standard, public key cryptosystems, digital signatures, authentication protocols, and cryptographic hash functions. The course also provides an overview of quantum resistant cryptography and, as time permits, other recent developments such as homomorphic encryption. Complexity theory and computational number theory provide the foundation for much of the contemporary work in cryptology; pertinent ideas from complexity and number theory are introduced, as needed, throughout the course.
Instructor
Thomas McGuire
Course Structure
The course materials are divided into modules which can be accessed by clicking Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions may be noted in the Course Outline. You should regularly check the Calendar, Microsoft Teams and Announcements for assignment due dates.
Course Topics
- Classical Cryptosystems
- Cryptosystem Security Criteria
- The Block Ciphers DES and AES
- Modern Block Cipher Attacks
- Cryptographic Hash Functions
- Public Key Cryptosystems: RSA
- Other Public Key Cryptosystems
- Digital Signature Schemes
- Post Quantum Cryptography
Course Goals
By the end of the course, students should be able to:
- Detail the internal workings of specific cryptographic algorithms including: DES, AES, RSA, MD5, SHS, HMAC, signature schemes and (entity) authentication protocols.
- Implement versions of these algorithms.
- Compare public key versus private key approaches to cryptography.
- Evaluate the cryptologic components of security systems in light of design requirements and current cryptographic standards.
Course Learning Outcomes (CLOs)
- Explain the internal workings of various specific cryptosystems.
- Compare and contrast the workings of different cryptosystems in terms of their inputs, internal structure and outputs
- Explain the differences between private key and public key cryptosystems with regard to their structures and security applications.
Textbooks
Stinson, D. R. and M. B. Paterson, Cryptology: Theory and practice, 4th Edition. Boca Raton, FL: Chapman & Hall/CRC Press, 2019.
ISBN-10: 1138197017
ISBN-13: 978-1138197015
A digital copy of the book can be found here (requires you to login with your JHED).
Required Software
Software/Programming
You may find it helpful to write programs to help solve some of the problems. You are free to use any language that you are most comfortable with. Python is a great language to use for this course. The following is a list of which programming languages may be used and which may not. If you’d like to use another programming language, please reach out for approval:
✓ Java
✓ Python
✓ Rust
✓ Go
✓ C/C++
✓ Perl
✓ R
✘ Punch Cards
✓ Matlab
✓ Cobol
Ubuntu Linux
You may find it helpful to have a virtual machine running the Ubuntu distribution of Linux. This operating system is free and does not require a license. You are free to use other distributions, or Windows or macOS to help you out as well.
Alternatively, you may use a containerized version (e.g. Docker).
Student Coursework Requirements
It is expected that each module will take approximately 7-10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3-4 hours per week) as well as some outside reading, watching to the accompanying video lectures (approximately 2-3 hours per week), and completing assignments (approximately 2-3 hours per week).
This course will consist of three basic student requirements:
Late Policy
☞ A late assignment or discussion is any one that is submitted after the posted due date.
☞ You may use the “free” late days on Assignments only.☞ “Free” late days may not be applied to any Research Paper assignments or Discussions.
☞ You may use multiple late days per assignment.
☞ It is your responsibility to track the number of remaining “free” late days.
☞ Once you run out of “free” late days, assignments will be deducted points as per this syllabus’ guidelines.
☞ Any missed assignment will result in the forfeiture of all remaining “free” late days.
Outside this late policy, late assignments will be deducted 5 pts each day it is late. At the beginning of the 5th late day, the assignment will become a 0.
Please reach out to me soonest with any questions or concerns regarding late assignments.
Preparation and Participation (Class Discussions) (20% of Final Grade Calculation)
You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.
Post your initial response to the discussion questions by the 4th evening for that module week (e.g. if the Module starts on Monday, the initial posting is due by Thursday). Posting an initial response to the discussion question is part one of your grade for module discussions (i.e., Timeliness). Your responses to other classmates and questions asked in your own thread are due by the second day of the next Module (e.g. if the Module starts on Monday, the responses are due by the following Tuesday).
Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two (2) classmates (i.e., Discussion Interaction). Just posting your response to a discussion question is not sufficient; you should be interacting with your classmates. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.
Part three of your grade for module discussion is your detailed responses. Questions may require additional research to answer, so please be sure to cite your sources. Be detailed in your postings and in your responses to your classmates’ postings.
I will monitor module discussions and will respond to some of the discussions as discussions are posted. You are responsible for responding to questions raised by me or fellow students within any threads you participate in. Keep in mind, all discussion content is part of the course and thus may appear on assignments.
All prompts will require some research to be done, and the expectation is the sources that are utilized are properly cited.
Evaluation of preparation and participation is based on contribution to discussions.
Preparation and participation is evaluated by the following grading elements:
- Timeliness (25%)
- Discussion Interaction (25%)
- Critical Thinking (50%)
Preparation and participation is graded as follows:
100-90 = A - Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Discussion Interaction [responds to 3 classmates and follows-up on questions]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
89-80 = B - Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Discussion Interaction [responds to only 2 other threads or does not follow-up with questions asked in threads]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
79-70 = C - Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Discussion Interaction [responds to only 1 other thread]; Critical Thinking [generally competent; information is thin and commonplace].
< 70 = F - Timeliness [rarely participates; some, or all required postings missing]; Discussion Interaction [no interactions happening]; Critical Thinking [rudimentary and superficial; no analysis or insight is displayed].
Written Assignments (40% of Final Grade Calculation)
Assignments will include a mix of qualitative assignments (e.g. literature reviews, model summaries), quantitative problem sets, and case studies.
All assignments are due according to the dates in the Calendar or Course Outline.
If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to reach out to the instructor(s) to discuss the deductions. Allowing resubmission for partial credit will be determined on a case-by-case basis.
Qualitative assignments are evaluated by the following grading elements:
Each part of question is answered (15%)
Writing quality and technical accuracy (35%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
Rationale for answer is provided (20%)
Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples.)
Outside references are included (15%)
Qualitative assignments are evaluated by the following grading elements:
100-90 = A - All parts of question are addressed; Writing Quality/ Rationale/Examples/Out- side References [rich in content; full of thought, insight, and analysis].
89-80 = B - All parts of the question are addressed; Writing Quality/ Rationale/Examples/Outside References [substantial information; thought, insight, and analysis has taken place].
79-70= C - Majority of parts of the question are addressed; Writing Quality/Rationale/Examples/Outside References [generally competent; information is thin and commonplace].
< 70 = F - Some parts of the question are addressed; Writing Quality/Rationale/Examples/Outside References [rudimentary and superficial; no analysis or insight displayed].
Quantitative assignments are evaluated by the following grading elements:
Each part of question is answered (10%)
Intermediate derivations and calculations are provided (40%) Answer is technically correct and is clearly indicated (40%)
Answer precision and units are appropriate (10%)
Quantitative assignments are graded as follows:
100-90 = A - All parts of question are addressed; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.
89-80 = B - All parts of question are addressed; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.
79-70 = C - Most parts of question are addressed; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.
< 70 = F - Some parts of the question are addressed; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.
Individual Research Paper (40% of Final Grade Calculation)
One paper will be assigned during the course. Students will be allowed a fair amount of latitude in selecting the topic of the paper, but its focus must involve cryptology. The topic must be approved by the instructor prior to beginning work. The instructor can provide possible topics for those who would like suggestions.
The Research Paper will have milestones that must be completed according to the respective due dates. Please refer to the Research Paper guidelines for the most up-to-date expectations. The paper is evaluated based on two basic grading elements:
- Student preparation and presentation (50%)
- Student technical understanding of the assignment (50%)
100–90 = A—Student Preparation and Presentation: Work is well organized and logically presented. Student Technical Understanding: Work is rich in content; full of thought, insight, and analysis.
89–80 = B—Student Preparation and Presentation: Work is organized and logically presented. No major issues with content or flow of ideas. Student Technical Understanding: There is substantial information; thought, insight, thus demonstrating that some analysis has taken place.
79–70 = C—Student Preparation and Presentation: Work is occasionally organized with gaps in the overall logic. One or more major issues with content or flow of ideas can be identified. Student Technical Understanding: The work is generally competent; however, the information provided is thin and commonplace.
Grading Policy
Student assignments are due according to the dates in the Calendar and Assignment item in the corresponding module. The instructor will post grades within one week after assignment due dates.
We generally do not directly grade spelling and grammar; however, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.
A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.
A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work.
92 - 90 A-
89 - 87 B+
86 - 83 B
82 - 80 B-
79 - 70 C
Final grades will be determined by the following weighting:
Item | % of Grade |
Preparation and Participation | 20% |
Assignments | 40% |
Research Paper | 40% |
Academic Policies
Deadlines for Adding, Dropping and Withdrawing from Courses
Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.
Academic Misconduct Policy
All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.
This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.
Students with Disabilities - Accommodations and Accessibility
Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.
For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.
Student Conduct Code
The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically.
For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/
Classroom Climate
JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).
Course Auditing
When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.