Week+7+-+Authentication+and+Biometrics

=Week 9 =

Topic(s)

 * Biometrics
 * Authentication


 * Objective(s) **
 * **Evaluate** the use of biometrics as an authentication process.
 * Students will be able to **outline** the steps required for any biometric identification process.
 * Students will be able to **identify** the names of the steps required for an biometric identificatino process.
 * Students wil be able to **identify** different bioidentifiers.
 * Students will be able to **write a definition** for authentication.
 * Students will be able to **identify** alternative methods of authentication different to biometrics.
 * Students will be able to **identify** issues and advantages related to the use of biometrics.

Activities / Strategies

 * **Name** || **Level** || **Description** || **Instructions** || **Type** || **Handout/Link** ||
 * Reading || M || Students will read a fragment of a book that explains all the steps required for biometrics to work. || All students will need to read the handout, then they will need to do a diagram that shows each of the main steps with their name. || Individual || [[file:Biometrics How to.pdf]] ||
 * Match the columns || M || Students match columns. || All students recieve a handout. They match the correct name with the description. || Individual || [[file:Handout Biometrics Key terms columns.docx]] ||
 * Recreate steps || H - M || Students will order the steps. Differentiated activity, some tudent just need to order others need to write missing steps. || Students will be given all or some steps (consider level here). Then they will be asked to place them in order and write down the missing steps. Then the students change place and using the markscheme they peer assess. Students go back and correct their own steps. || Peer Assessment || Handout ||
 * Snowball Definition || L || A definition of authentication needs to be built with the help of the whole class. || Students write individually their own definition. Studnts are paired, share their definitions and write only one. This process continues pairing two pairs, until there is only one grup that includes all students and they generate one definition. || Group work ||  ||

Assessment

 * **Name** || **Description** || **Links** || **Mark scheme** || **Example** ||  ||
 * Essay Map Evaluate Question || Students will create an Essay Map to answer the following evaluate question. Evaluate the use of biometrics to authenticate users whn creating an account in Facebook. || Essay Map || [[file:Essay Map Mark scheme.docx]] || [[file:EssayMap Ex Biometrics.pdf]][[file:Evaluate Essay Example Biometrics.docx]] ||  ||
 * Definition || Students definition created in snowball activity ||  || [[file:Definition Mark scheme.docx]] || Definition ||   ||

**Homework**
 * **Objective** || Students **identify** different situations and the advantages and disadvantages in which biometrics may be used ||
 * **Outcome** || Students will **list** situations (Beyond those presented in the video) and both a list of advantages and disadvantages. ||
 * **Instructions** || You will watch the following video and while doin it will identify the advantages, disadvantages and scenarios where they use biometrics. They will create a list with the examples mentioned in the video and at least one other personal idea. ||
 * **Example** ||  ||
 * **Links** || [] ||

**Resources**
 * **Name** || **Description** **/ Link** ||
 * Lesson Plan || [[file:PGCE Lesson Plan 31.doc]] ||
 * Power Point || [[file:8 Authentication and Biometrics.pptx]] ||

**Cross- curricular links**
 * **Subject** || **Description** ||
 * Maths || Statistically, is it impossible to have 2 fingerprint identical, or two voice tones or two irises? ||
 * Biology || Bioidentifiers are in escence biological components. Are there any other biological traits that may identify us, like ADN? ||