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SCIA 120 · Week 05
cover · 01/30
Introduction to Secure Computing and Information Assurance

Malware — Types, Analysis, and Defense

Author: Dr. Zhijiang Chen (Frostburg State University)

Tech darkAI line artReading-based content
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where malware — types, analysis, and defense affects users, data, or operations.
InstructorHow would you recognize malware — types, analysis, and defense in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Malware (a portmanteau of malicious software ) refers to any software…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 01POLICY - TOOL - TEST - EVIDENCEMalware —...Malware a...ControlEvidence
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
agenda · 02/30
Overall Page

Overall roadmap

The week moves from core definitions to practical security decisions.

Defining Malware

Core reading concept for Week 05.

A Brief History of Malware

Core reading concept for Week 05.

— The Creeper

Core reading concept for Week 05.

— Brain: The First PC Virus

Core reading concept for Week 05.

Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where overall roadmap affects users, data, or operations.
InstructorHow would you recognize overall roadmap in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Defining Malware
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 02PROTECT - DETECT - RESPONDOverall roadmapDefining MalwareA Brief History...The Creeper
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
objectives · 03/30
03 objectives

Learning objectives

Students should explain, apply, and evaluate the week’s main security ideas.

Explain Defining Malware.
Explain A Brief History of Malware.
Explain — The Creeper.
Explain — Brain: The First PC Virus.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where learning objectives affects users, data, or operations.
InstructorHow would you recognize learning objectives in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Explain Defining Malware.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 03POLICY - TOOL - TEST - EVIDENCELearning...Explain...Explain A Brief...Explain The...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
application · 04/30
04 application

Opening scenario

Use a realistic scenario to anchor Malware — Types, Analysis, and Defense in operational decision-making.

Malware (a portmanteau of malicious software ) refers to any software intentionally designed to cause harm to a computer system, network, or user.
This broad definition encompasses an enormous variety of programs with different mechanisms, objectives, and behaviors.
What unites them is intent: malware is designed by adversaries to do something the system's legitimate owner would not authorize.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where opening scenario affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Malware (a portmanteau of malicious software ) refers to any software…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 04POLICY - TOOL - TEST - EVIDENCEOpening scenarioMalware a...This broad...What unites...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
definition · 05/30
05 definition

Defining Malware

Malware (a portmanteau of malicious software ) refers to any software intentionally designed to cause harm to a computer system, network, or user.

Malware (a portmanteau of malicious software ) refers to any software intentionally designed to cause harm to a computer system, network, or user.
This broad definition encompasses an enormous variety of programs with different mechanisms, objectives, and behaviors.
What unites them is intent: malware is designed by adversaries to do something the system's legitimate owner would not authorize.
Malware can pursue many objectives simultaneously.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where defining malware affects users, data, or operations.
InstructorWhat problem does defining malware help us understand?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Malware (a portmanteau of malicious software ) refers to any software…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 05POLICY - TOOL - TEST - EVIDENCEDefining MalwareMalware a...This broad...What unites...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
concept · 06/30
06 concept

A Brief History of Malware

The history of malware is the history of computing itself, shadowing every major technological development with a corresponding evolution in malicious code.

The history of malware is the history of computing itself, shadowing every major technological development with a corresponding evolution in malicious code.
A Brief History of Malware connects to risk, controls, and evidence.
A Brief History of Malware connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where a brief history of malware affects users, data, or operations.
InstructorHow would you recognize a brief history of malware in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The history of malware is the history of computing itself, shadowing…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 06RISK = ASSET x THREAT x IMPACTA Brief History...The history of...ControlEvidence
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
application · 07/30
07 application

— The Creeper

The first program that could be considered malware was Creeper , a self-replicating experimental program created by Bob Thomas at BBN Technologies.

The first program that could be considered malware was Creeper , a self-replicating experimental program created by Bob Thomas at BBN Technologies.
It infected ARPANET machines, displaying the message "I'M THE CREEPER, CATCH ME IF YOU CAN!" Creeper was not malicious in intent but established the concept of a self-propagating…
Reaper , a program created to remove Creeper, is sometimes considered the first antivirus software.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where — the creeper affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The first program that could be considered malware was Creeper , a…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 07POLICY - TOOL - TEST - EVIDENCE— The CreeperThe first...It infected...Reaper a...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
evidence · 08/30
08 evidence

— Brain: The First PC Virus

The Brain virus , released by Pakistani brothers Basit and Amjad Farooq Alvi in January 1986, is widely regarded as the first virus for IBM-compatible personal computers.

The Brain virus , released by Pakistani brothers Basit and Amjad Farooq Alvi in January 1986, is widely regarded as the first virus for IBM-compatible personal computers.
Brain targeted the boot sector of 5.25-inch floppy disks.
The authors included their names, phone number, and address in the virus's code — ostensibly as an anti-piracy measure for their software business.
Brain was relatively benign, causing no data damage, but it established the template for boot sector viruses.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where — brain: the first pc virus affects users, data, or operations.
InstructorHow would you recognize — brain: the first pc virus in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The Brain virus , released by Pakistani brothers Basit and Amjad…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 08POLICY - TOOL - TEST - EVIDENCE— Brain: The...The Brain virus...Brain targeted...The authors...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
definition · 09/30
09 definition

— The Morris Worm

The Morris Worm , created by Cornell graduate student Robert Tappan Morris, was the first worm to gain widespread media attention.

The Morris Worm , created by Cornell graduate student Robert Tappan Morris, was the first worm to gain widespread media attention.
It exploited vulnerabilities in Unix sendmail, fingerd, and rsh/rexec to propagate across the early internet, infecting approximately 6,000 machines (a significant fraction of the…
Morris claimed the worm was not intended to cause damage, but a programming error caused infected machines to become overloaded and unusable.
Morris was the first person prosecuted under the Computer Fraud and Abuse Act.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where — the morris worm affects users, data, or operations.
InstructorWhat problem does — the morris worm help us understand?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The Morris Worm , created by Cornell graduate student Robert Tappan…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 09POLICY - TOOL - TEST - EVIDENCE— The Morris...The Morris Worm...It exploited...Morris claimed...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
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10 concept

s — Viruses and Early Email Worms

The 1990s saw an explosion of viruses spread via floppy disks and, later, email.

The 1990s saw an explosion of viruses spread via floppy disks and, later, email.
The Melissa virus (1999) was a macro virus that spread via email, using Microsoft Word macros to mail itself to the first 50 contacts in victims' Outlook address books.
s — Viruses and Early Email Worms connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where s — viruses and early email worms affects users, data, or operations.
InstructorHow would you recognize s — viruses and early email worms in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The 1990s saw an explosion of viruses spread via floppy disks and,…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 10POLICY - TOOL - TEST - EVIDENCEs — Viruses and...The 1990s saw...The Melissa...s Viruses and...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
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11 application

s — Botnets and Financial Crime

The 2000s established the modern cybercrime economy.

The 2000s established the modern cybercrime economy.
The Conficker worm (2008) infected millions of Windows machines and created a massive botnet.
Organized criminal groups began operating malware as a business, with ransomware (in primitive form), banking trojans, and credential-stealing malware becoming primary tools.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where s — botnets and financial crime affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: The 2000s established the modern cybercrime economy.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 11CONFIDENTIALITYINTEGRITYAVAILABILITYCIAs — Botnets and...The 2000s...The Conficker...Organized...
Dr. Zhijiang Chen · Frostburg State University
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12 evidence

s–Present — Nation-State Weapons, Ransomware Crises, and Supply Chain Attacks

Modern ransomware operations are run with business-like professionalism, including customer support for victims, affiliate programs for distributing malware, and negotiation…

Modern ransomware operations are run with business-like professionalism, including customer support for victims, affiliate programs for distributing malware, and negotiation…
s–Present — Nation-State Weapons, Ransomware Crises, and Supply Chain Attacks connects to risk, controls, and evidence.
s–Present — Nation-State Weapons, Ransomware Crises, and Supply Chain Attacks connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where s–present — nation-state weapons, ransomware crises, and supply chain attacks affects users, data, or operations.
InstructorHow would you recognize s–present — nation-state weapons, ransomware crises, and supply chain attacks in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Modern ransomware operations are run with business-like…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 12RISK = ASSET x THREAT x IMPACTs–Present —...Modern...sPresent...Evidence
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
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13 definition

Viruses

A computer virus is a type of malware that attaches itself to a legitimate program or file, and replicates itself by inserting copies into other programs or files when the…

A computer virus is a type of malware that attaches itself to a legitimate program or file, and replicates itself by inserting copies into other programs or files when the…
Like biological viruses, computer viruses require a host to propagate.
File infectors attach themselves to executable files (.exe, .com, .dll).
When the infected executable runs, the virus first executes its own code, potentially infecting other executables on the system.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where viruses affects users, data, or operations.
InstructorWhat problem does viruses help us understand?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A computer virus is a type of malware that attaches itself to a…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 13POLICY - TOOL - TEST - EVIDENCEVirusesA computer...Like biological...File infectors...
Dr. Zhijiang Chen · Frostburg State University
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14 concept

Worms

A worm is malware that self-propagates across networks without requiring human interaction or a host file.

A worm is malware that self-propagates across networks without requiring human interaction or a host file.
Worms spread by exploiting network vulnerabilities, sending copies of themselves via email, or scanning for vulnerable systems.
The key distinguishing characteristic is self-propagation without user action.
Worms can spread with extraordinary speed: the SQL Slammer worm (2003) infected 75,000 systems in the first 10 minutes after release, doubling its infection count every 8.5…
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where worms affects users, data, or operations.
InstructorHow would you recognize worms in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A worm is malware that self-propagates across networks without…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 14POLICY - TOOL - TEST - EVIDENCEWormsA worm is...Worms spread by...The key...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
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15 application

Trojans

A Trojan horse (or simply "Trojan") is malware disguised as legitimate or desirable software.

A Trojan horse (or simply "Trojan") is malware disguised as legitimate or desirable software.
Unlike viruses and worms, Trojans do not self-replicate — they rely on users to download and execute them, deceived by their benign appearance.
Remote Access Trojans (RATs) give attackers remote control over infected systems, typically through a command-and-control (C2) server.
The attacker can view the user's screen, access the file system, activate the webcam and microphone, log keystrokes, and execute arbitrary commands.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where trojans affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A Trojan horse (or simply "Trojan") is malware disguised as…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 15POLICY - TOOL - TEST - EVIDENCETrojansA Trojan horse...Unlike viruses...Remote Access...
Dr. Zhijiang Chen · Frostburg State University
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SCIA 120 · Week 05
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16 evidence

Ransomware

Ransomware encrypts victims' files or locks access to their systems, then demands payment (typically in cryptocurrency) in exchange for the decryption key.

Ransomware encrypts victims' files or locks access to their systems, then demands payment (typically in cryptocurrency) in exchange for the decryption key.
It is among the most destructive and profitable forms of malware in the current threat landscape.
Crypto ransomware encrypts files using strong asymmetric cryptography.
Without the private key held by the attacker, decryption is computationally infeasible.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where ransomware affects users, data, or operations.
InstructorHow would you recognize ransomware in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Ransomware encrypts victims' files or locks access to their systems,…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 16POLICY - TOOL - TEST - EVIDENCERansomwareRansomware...It is among the...Crypto...
Dr. Zhijiang Chen · Frostburg State University
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17 definition

Spyware and Adware

Spyware covertly monitors user activity and collects information without the user's knowledge or consent.

Spyware covertly monitors user activity and collects information without the user's knowledge or consent.
It may capture keystrokes, screenshots, browsing history, passwords, and personal data, sending them to a remote attacker.
Commercial spyware (sometimes marketed as "stalkerware") is used in domestic abuse situations.
Adware displays unwanted advertisements, typically generating revenue for the malware author via ad impressions or click fraud.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where spyware and adware affects users, data, or operations.
InstructorWhat problem does spyware and adware help us understand?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Spyware covertly monitors user activity and collects information…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 17POLICY - TOOL - TEST - EVIDENCESpyware and...Spyware...It may capture...Commercial...
Dr. Zhijiang Chen · Frostburg State University
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18 concept

Rootkits

A rootkit is a collection of tools that allow an attacker to maintain privileged, covert access to a system while hiding their presence from the OS, security software, and users.

A rootkit is a collection of tools that allow an attacker to maintain privileged, covert access to a system while hiding their presence from the OS, security software, and users.
User-mode rootkits operate in user space, manipulating system APIs to hide malicious processes, files, and network connections from system tools.
They are detectable by tools that bypass standard APIs and directly examine system structures.
Kernel-mode rootkits operate at the kernel level, modifying the OS kernel itself.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where rootkits affects users, data, or operations.
InstructorHow would you recognize rootkits in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A rootkit is a collection of tools that allow an attacker to maintain…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 18POLICY - TOOL - TEST - EVIDENCERootkitsA rootkit is a...User-mode...They are...
Dr. Zhijiang Chen · Frostburg State University
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19 application

Botnets and Command-and-Control (C2) Infrastructure

A botnet is a network of compromised computers (called "bots" or "zombies") controlled by an attacker via a Command-and-Control (C2) server.

A botnet is a network of compromised computers (called "bots" or "zombies") controlled by an attacker via a Command-and-Control (C2) server.
Individual bots receive instructions from the C2 server and execute them — sending spam, conducting DDoS attacks, mining cryptocurrency, or distributing additional malware.
Botnets and Command-and-Control (C2) Infrastructure connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where botnets and command-and-control (c2) infrastructure affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A botnet is a network of compromised computers (called "bots" or…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 19POLICY - TOOL - TEST - EVIDENCEBotnets and...A botnet is a...Individual bots...Evidence
Dr. Zhijiang Chen · Frostburg State University
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20 evidence

Fileless Malware

Fileless malware operates without writing executable files to disk, instead residing entirely in memory or exploiting legitimate system tools.

Fileless malware operates without writing executable files to disk, instead residing entirely in memory or exploiting legitimate system tools.
It uses built-in operating system utilities (such as PowerShell, WMI, and the Windows Registry) as its execution environment, making it far harder for traditional signature-based…
Fileless attacks often use techniques such as living off the land (LotL) — abusing legitimate system administration tools to achieve malicious objectives.
Because fileless malware leaves minimal forensic artifacts, detecting it typically requires behavioral analysis rather than file scanning.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where fileless malware affects users, data, or operations.
InstructorHow would you recognize fileless malware in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Fileless malware operates without writing executable files to disk,…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 20POLICY - TOOL - TEST - EVIDENCEFileless MalwareFileless...It uses...Because...
Dr. Zhijiang Chen · Frostburg State University
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21 definition

Keyloggers

A keylogger records every keystroke made on an infected system, capturing passwords, credit card numbers, private messages, and any other typed content.

A keylogger records every keystroke made on an infected system, capturing passwords, credit card numbers, private messages, and any other typed content.
Keyloggers may be implemented as software (running as a background process) or hardware (a physical device inserted between keyboard and computer).
Software keyloggers are often components of larger malware packages (RATs, banking trojans) rather than standalone tools.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where keyloggers affects users, data, or operations.
InstructorWhat problem does keyloggers help us understand?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: A keylogger records every keystroke made on an infected system,…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 21POLICY - TOOL - TEST - EVIDENCEKeyloggersA keylogger...Keyloggers may...Software...
Dr. Zhijiang Chen · Frostburg State University
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Logic Bombs

Logic bombs are particularly insidious because they may lie dormant for months or years before triggering, and their code is embedded within otherwise legitimate systems.

Logic bombs are particularly insidious because they may lie dormant for months or years before triggering, and their code is embedded within otherwise legitimate systems.
A notable case involved a contractor at a financial institution who inserted a logic bomb that would have deleted critical files if his employment status was ever changed to…
The bomb was discovered during a routine code review before it triggered.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where logic bombs affects users, data, or operations.
InstructorHow would you recognize logic bombs in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Logic bombs are particularly insidious because they may lie dormant…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 22CONFIDENTIALITYINTEGRITYAVAILABILITYCIALogic BombsLogic bombs are...A notable case...The bomb was...
Dr. Zhijiang Chen · Frostburg State University
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23 application

Malware Infection Vectors

Understanding how malware reaches victims is as important as understanding what it does after infection.

Understanding how malware reaches victims is as important as understanding what it does after infection.
Malware Infection Vectors connects to risk, controls, and evidence.
Malware Infection Vectors connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where malware infection vectors affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Understanding how malware reaches victims is as important as…
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 23RISK = ASSET x THREAT x IMPACTMalware...Understanding...ControlEvidence
Dr. Zhijiang Chen · Frostburg State University
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24 evidence

Email Attachments and Malicious Links

Email remains the most common initial infection vector.

Email remains the most common initial infection vector.
Email Attachments and Malicious Links connects to risk, controls, and evidence.
Email Attachments and Malicious Links connects to risk, controls, and evidence.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where email attachments and malicious links affects users, data, or operations.
InstructorHow would you recognize email attachments and malicious links in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Email remains the most common initial infection vector.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 24RISK = ASSET x THREAT x IMPACTEmail...Email remains...ControlEvidence
Dr. Zhijiang Chen · Frostburg State University
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25 vocabulary

Key terms to keep

Vocabulary becomes useful when students can connect terms to scenarios and evidence.

Defining Malware
A Brief History of Malware
— The Creeper
— Brain: The First PC Virus
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where key terms to keep affects users, data, or operations.
InstructorHow would you recognize key terms to keep in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Defining Malware
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 25POLICY - TOOL - TEST - EVIDENCEKey terms to...Defining MalwareA Brief History...The Creeper
Dr. Zhijiang Chen · Frostburg State University
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26 comparison

Compare: Defining Malware vs. A Brief History of Malware

Comparing related ideas helps students avoid shallow memorization.

Where Defining Malware applies.
Where A Brief History of Malware applies.
How the difference changes the security decision.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where compare: defining malware vs. a brief history of malware affects users, data, or operations.
InstructorHow would you recognize compare: defining malware vs. a brief history of malware in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Where Defining Malware applies.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 26POLICY - TOOL - TEST - EVIDENCECompare:...Where Defining...Where A Brief...How the...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
application · 27/30
27 application

Applied decision checkpoint

Students should translate concepts into a defensible security decision.

Identify the asset or process at risk.
Choose a preventive, detective, or corrective control.
Explain what evidence would prove the control is working.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where applied decision checkpoint affects users, data, or operations.
InstructorIf this issue appeared in a campus or business system, what evidence would you collect first?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Identify the asset or process at risk.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 27RISK = ASSET x THREAT x IMPACTApplied...Identify the...Choose a...Explain what...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
review · 28/30
28 review

Review questions

Retrieval practice should ask students to define, compare, apply, and evaluate.

Define one core concept in plain language.
Compare two controls or threats from the week.
Apply one idea to a campus or business system.
Evaluate why a solution might fail in practice.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where review questions affects users, data, or operations.
InstructorWhat is the one sentence takeaway for review questions?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Define one core concept in plain language.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 28POLICY - TOOL - TEST - EVIDENCEReview questionsDefine one core...Compare two...Apply one idea...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
bridge · 29/30
29 bridge

Bridge to lab and assessment

The reading should transfer into evidence-based lab work and written explanations.

Collect evidence, not just screenshots.
Explain what the artifact proves.
Connect the proof back to risk and control selection.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where bridge to lab and assessment affects users, data, or operations.
InstructorHow would you recognize bridge to lab and assessment in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Collect evidence, not just screenshots.
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 29VERIFY - MONITOR - IMPROVEBridge to lab...Collect...Explain what...Connect the...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck
SCIA 120 · Week 05
closing · 30/30
30 closing

Takeaway

The central takeaway from Week 5 is to reason from risk to evidence to action.

Malware — Types, Analysis, and Defense
Security is a decision process, not just a tool list.
Use the reading to justify practical choices.
Classroom Dialog
ScenarioA campus technology team is reviewing a realistic Week 5 incident where takeaway affects users, data, or operations.
InstructorHow would you recognize takeaway in a real organization?
StudentThis concept helps us decide what is at risk, what evidence to check, and which control would reduce harm. For this slide, the key clue is: Malware — Types, Analysis, and Defense
Teaching point: Push the answer beyond a definition: name the asset, identify the risk, choose evidence, and justify a practical control.
GAMMA-STYLE VISUAL - SLIDE 30POLICY - TOOL - TEST - EVIDENCETakeawayMalware Types...Security is a...Use the reading...
Dr. Zhijiang Chen · Frostburg State University
Week 05 deck