Assessment Details
Qualification Code/Title	ICT50220 Diploma of Information Technology
Assessment Type	Assessment -01 (Written Questions)	Time allowed
Due Date		Location	AHIC	Term / Year

Unit of Competency
National Code/Title	ICTNWK537 Implement secure encryption technologies

Student Details
Student Name		Student ID

Student Declaration:  I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ____________________________   Date:         _____/______/__________

Assessor Details
Assessor’s Name
RESULTS  (Please Circle)	SATISFACTORY	NOT SATISFACTORY

Feedback to student:

Student Declaration:  I declare that I have been assessed in this unit, and I have been advised of my result.  I am also aware of my appeal rights.	Assessor Declaration:  I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature		Signature
Date		Date

Instructions to the Candidates   This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.  Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.Please read the Tasks carefully then complete all Tasks.To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

 

 

 

 

 

Reasonable Adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
¨ LLN	¨ Speaking ¨ Reading ¨ Writing ¨ Confidence	¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists
¨Non-English-Speaking Background	¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence	¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment	¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
¨ Age	¨ Educational background ¨ Limited study skills	¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g.  a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includesmaterial sourced from the Internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :

Student Id_Assessment_No (Example AHI000014_Assessment 1)

Referencing

Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.

To access a web-based tool, see Harvard Style online generator

http://www.harvardgenerator.com

Assessment Task 1: Instructions

Task summary

·         This is an open book test.

·         Students need to answer all of the written questions correctly.

·         Answers must be word processed

Required

·         Access to textbooks/other learning materials

·         Computer and Microsoft Office

·         Access to the internet

Timing

Your assessor will advise you of the due date of this assessment.

Submit

·         Answers to all questions

Assessment criteria

All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.

Re-submission opportunities

You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Written answer question guidance

The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.

Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.

Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.

Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1: Knowledge Test

Provide answers to all of the questions below:

Q1:Explain each of the following symmetric key algorithms in 50-100 and list at least two (2) usages for each of symmetric key algorithms.

1)           AES

2)           DES

3)           Triple DES

4)           Blowfish         

Q2:Explain each of the below mention encryption types in 80-150 words:

1)           Public Key

2)           Secret Key

3)           Hash key        

Q3:Explain the functioning of “Digital signatures” in 100-150 words.

Q4:Explain two (2) features of digital signatures. Write 100-150 for each function.

Q5:Answer the below questions related to timestamp.

5A) Explain two (2) functions of timestamp. Explain each in 50-100 words.

5B) Summarise two features of timestamp.

Q6:What do you understand by the term “Encryption strength”? Explain in 50-100 words.

Q7:Explain each of following terms in 50-150 words.

1.            Message digest 5 (MD5)

2.            Secure hash algorithm (SHA)

3.            Public key infrastructure (PKI)

4.            Pretty good privacy (PGP)

5.            GNU privacy guard (GnuPG)           

Q8: Explain the importance of reviewing helpdesk records to troubleshoot encryption issues. Explain in 40-80 words.

Q9:What important information will you collect by reviewing system logs for encryption issues and compromises. Write your response in 50-100 words.

Q10:Explain each the following security threat in 50-100 words.

1)           Eavesdropping

2)           Data Interception

3)           Data corruption

4)           Data falsification

5)           Authentication issues.

Q11:Explain the term “Transmission Control Protocol” and its application in 150-200 words.

Q12:Explain the following terms. (Each in 50-150 words).

1.            Wired Equivalent Privacy (WEP)

2.            Wi-Fi Protected access (WPA)

3.            Wi-Fi Protected access 2 (WPA2)    

Q13: Explain each of the following certificate related infrastructure in 50-150 words?

Q14:List three (3) most common asymmetric key algorithms and summarise their usages in 40-80 words.

Q15: What do you understand by reply attacks? Write your response in 100-150 words.

Q16:List and explain five (5) security problems and challenges arise due to organisational issues?

Q17:Summarise the features and functions of access control permission in 100-200 words.

Q18:Explain the functioning and features of the following in 100-200 words for each.

A.           Symmetrical Encryption

B.           Asymmetrical Encryption      

Q19:Summarise the features and functions of “One-way encryption”?

Q20: List two techniques to analyse data security requirements.

Q21: What are the essential information should include in a security plan. List any three (3).

Assessment Details
Qualification Code/Title	ICT50220 Diploma of Information Technology
Assessment Type	Assessment -02(Project)	Time allowed
Due Date		Location	AHIC	Term / Year

Unit of Competency
National Code/Title	ICTNWK537 Implement secure encryption technologies

Student Details
Student Name		Student ID

Student Declaration:  I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ____________________________   Date:         _____/______/__________

Assessor Details
Assessor’s Name
RESULTS  (Please Circle)	SATISFACTORY	NOT SATISFACTORY

Feedback to student:

Student Declaration:  I declare that I have been assessed in this unit, and I have been advised of my result.  I am also aware of my appeal rights.	Assessor Declaration:  I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature		Signature
Date		Date

Instructions to the Candidates   This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.  Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.Please read the Tasks carefully then complete all Tasks.To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

Reasonable Adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
¨ LLN	¨ Speaking ¨ Reading ¨ Writing ¨ Confidence	¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists
¨Non-English-Speaking Background	¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence	¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment	¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
¨ Age	¨ Educational background ¨ Limited study skills	¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g.  a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when youwork without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :

Student Id_Assessment_No (Example AHI000014_Assessment 1)

Referencing

Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.

To access a web-based tool, see Harvard Style online generator

http://www.harvardgenerator.com

Assessment Task 2: Project

Scenario:

“Southern Star” company is providing public, private, hybrid and community cloud services to many companies across the world and offering following services:

• IaaS (Infrastructure-as-a-Service)
• PaaS (Platform-as-a-Service)
• SaaS (Software-as-a-Service)
• Storage, Database, Information, Process, Application, Integration, Security, Management,    Testing-as-a-service

To provide above mentioned cloud services, “Southern Star” company has following infrastructure in their data centre.

• Eight (8) Servers out of these Six (6) are connected to network and Two (2) are kept as backup
• Twelve (12) Network switches with 24 port support (Nine (9) Switches are connected to network are three (3) are kept as back up)
• Six (6) Routers (4 Routers are hosing NBN connection and two (2) of them are kept as back up)
• Five (5) wireless access point connected to network to provide Wi-Fi connectivity throughout data centre.
• Twenty (20) SAN (Storage area network) storage area devices to store client’s data
• Fifty (50) desktop computers

“Shan Publications” is a premium client of “Southern Star”. “Shan publication” use cloud services offered by “Southern Star” to store the drafts of unpublished poems, books and blueprints of printed books. One day as they were downloading the drafts of some books to publish, they found that some of their data is missing from the server and raised the complaint about missing data to “Southern Star”. As per the agreement “Southern Star” is liable for client data security and company do not want to lose their client base.

Southern Star is now investigating the problem, and one of the senior consultant (Lee) is allocated to this project. Lee is working in the company from last 10 years and has an extensive amount of experience in network, cloud and data security.

David is a general manager of the Southern star and looking after all the operation of the organisation.

Roles and responsibilities of Lee:

• Planning, implementing and upgrading security measures and controls
• Establishing plans and protocols to protect digital files and information systems against unauthorized access, modification and/or destruction
• Maintaining data and monitor security access
• Performing vulnerability testing, risk analyses and security assessments
• Conducting internal and external security audits
• Anticipating security alerts, incidents and disasters and reduce their likelihood
• Managing network, intrusion detection and prevention systems
• Analysing security breaches to determine their root cause
• Recommending and install appropriate tools and countermeasures
• Defining, implementing and maintaining corporate security policies
• Training fellow employees in security awareness and procedures
• Coordinating security plans with outside vendors

After an initial investigation of the data loss problem, Lee has found below concerns in the southern star network infrastructure:

• No data encryption service
• Data security concerns
• Data permission not planned
• Additional hardware to manage the data

Activity 1: (Analysing and documenting data security requirement)

After reviewing the scenario, you need to analyse the data loss problem and need to prepare a security plan including

• Background of the security plan
• Issues identified in the network
• How to resolve each issue
• What hardware and software required
• How identified software and hardware aligned with the solutions
• How and when data backup will be prepared 
• Transmission security
• Network database security 

You may need to research related to security plan on the internet. You must complete below security plan as a part of the activity.

Security Plan Template – 1

Background

Issues identified in the network

How to resolve each issue

What hardware and software required?

How identified software and hardware aligned with the solutions
Transmission Security
File Transfer:	Name	Version	Vendor
Encryption Software Used:
Network Monitoring tools
Virus Scanning software
Data Transfer authentication method
Network Based DLP
Email: Service Provider Password Strength Criteria Domain reputation
Network Database Security
Access Control
Authentication
Encryption method
Backups

Activity 2: (Review encryption technologies and costs)

Note: This activity is in continuation of activity 1.

After completing the security plan, you are required to review a range of encryption software on the internet and complete below Technology cost template.

After completing the template, you are required to send email to David(Trainer/assessor) including technology cost document for approval. Email must include:

• Subject
• Body
• Explain that which option is the best and why we should use it.

Technology Cost Template

S. No	Encryption Software	Vendor	Encryption Applicability (Network/ Database)	Price	Rank (from 1 -5)	Remarks
	IBM Multi- Cloud Data Encryption
	nCrypted Cloud
	BoxCrypto r
	Viivo

Assessment Details
Qualification Code/Title	ICT50220 Diploma of Information Technology
Assessment Type	Assessment -03(Project)	Time allowed
Due Date		Location	AHIC	Term / Year

Unit of Competency
National Code/Title	ICTNWK537 Implement secure encryption technologies

Student Details
Student Name		Student ID

Student Declaration:  I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ____________________________   Date:         _____/______/__________

Assessor Details
Assessor’s Name
RESULTS  (Please Circle)	SATISFACTORY	NOT SATISFACTORY

Feedback to student:

Student Declaration:  I declare that I have been assessed in this unit, and I have been advised of my result.  I am also aware of my appeal rights.	Assessor Declaration:  I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature		Signature
Date		Date

Instructions to the Candidates   This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.  Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.Please read the Tasks carefully then complete all Tasks.To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

Reasonable Adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
¨ LLN	¨ Speaking ¨ Reading ¨ Writing ¨ Confidence	¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists
¨Non-English-Speaking Background	¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence	¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment	¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
¨ Age	¨ Educational background ¨ Limited study skills	¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g.  a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when youwork without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow:

Student Id_Assessment_No (Example AHI000014_Assessment 1)

Referencing

Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.

To access a web-based tool, see Harvard Style online generator

http://www.harvardgenerator.com

Assessment Task 3: Project

Activity 1 (Installing encryption software)

This activity is continuation of assessment task 2. You are required to participate in a practical demonstration task. You need to complete this activity in 1 to 2 hours.

Note: For This activity RTO/Assessor will provide you the following:

You have received a final approval from David to start the encryption project, so you must perform the installation of encryption software and tools on the live network.

Assume yourself as “Lee” and install database encryption software and tools.

You need to install encryption software on IT Server. You need to Perform installation of database “Encryption” software by adhering below mention conditions.

Student must follow vendor instruction to install the software.

Your trainer and assessor will observe you during the activity and complete the performance checklist.

Activity 2: (Analysing effect of encryption on user roles)

Note: This activity is in continuation of activity 1.

Assume that Lee has implemented the encryption software successfully. As a part of his responsibilities, he needs to analyse the effect of user roles and responsibilities.

Assume yourself as Lee and you are required to analyse the effect of user roles and responsibilities in encryption and complete the following “security plan” template.

Security plan – 2
Role	Description/effect
Enterprise Administrator	Intended for administrators who control the Enterprise and require administrative rights to all groups, users, devices, and policies regardless of where they reside.
Group or Policy Administrator	Intended for administrators who control any assigned group or policy.
Enterprise Authenticator	Intended for Help Desk personnel who provide remote assistance when users forget their Endpoint Encryption password or have a technical problem. Enterprise Authenticators have configurable privileges for the Enterprise.
Group or Policy Authenticator	Intended for Help Desk personnel with the same privileges as the Enterprise Authenticator except for being limited to the assigned group or policy only.
User	Intended for basic end users with no special privileges. The user role cannot log on to Endpoint Encryption management consoles.

Activity 3: (Role Play – Informing users about their roles)

Note: This activity is in continuation of activity 2.

Assume that you are still playing the role of Lee and participate in the following role play.

The purpose of the role play is to inform users about new encryption technology and how it works. Explain the effects of new encryption technology on user responsibilities. You need to use the template that you have developed in the assessment activity 2 (Assessment task 3) to explain the effects of new encryption technology on user responsibilities for the following users:

Your trainer/assessor will act as enterprise administrator and will ask you the following questions:

1. Security limitations of all the roles
2. Explanation of the features included in the “Enterprise administrator” role

Following the role play, complete minutes of meeting template with details of what was discussed.

Minutes of Meeting   Meeting Objective:   Attendees:   Venue:   Date:
No.	Points Discussed	Actions Suggested	Target Date
Signature of attendee 1:                                                Signature of attendee 2:   Signature of attendee 3:                                                Signature of attendee 4:

Activity 4: (Analysing functioning of “Encryption software”)

Assuming that you have implemented the encryption technology and tools in a live server in the previous assessment activities, you are required to monitor the encryption in this activity. You need to complete this task in 1 to 2 hours.

In this activity you need to monitor the functioning of “Encryption software” by perform following tasks in a live server.

• Analyse the implementation of encryption technology to confirm its functioning by:

• Analyse helpdesk records for errors occurred and security compromises in encryption and print these records as a part of this activity.
• Check local computer security logs for encryption issues and print it as a part of this activity.
• You need write a note on encryption issue and security compromises included error logs and network performance issues identified in the task and submit to your trainer/assessor.

Your trainer will observe you during the activity and complete the performance checklist.