Chapter 09
Chapter 09
and Investigations
Sixth Edition
Chapter 9
Digital Forensics Analysis and Investigation
1
Objectives
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classroom use.
Determining What Data to Collect and
Analyze
• Examining and analyzing digital evidence depend on the nature of the
investigation
• And the amount of data to process
• Scope creep - when an investigation expands beyond the original description
• Because of unexpected evidence found
• Attorneys may ask investigators to examine other areas to recover more evidence
• Increases the time and resources needed to extract, analyze, and present evidence
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classroom use.
Approaching Digital Forensics Cases (1 of
3)
• Begin a case by creating an investigation plan that defines the:
• Goal and scope of investigation
• Materials needed
• Tasks to perform
• The approach you take depends largely on the type of case you’re investigating
• Corporate, civil, or criminal
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classroom use.
Approaching Digital Forensics Cases (2 of
3)
• Follow these basic steps for all digital forensics' investigations:
• 1. For target drives, use recently wiped media that have been reformatted
and inspected for viruses
• 2. Inventory the hardware on the suspect’s computer and note the condition
of seized computer
• 3. For static acquisitions, remove the original drive and check the date and
time values in the system’s CMOS
• 4. Record how you acquired data from the suspect drive
• 5. Process drive’s contents methodically and logically
• 6. List all folders and files on the image or drive
• 7. Examine the contents of all data files in all folders
• 8. Recover file contents for all password-protected files
• 9. Identify the function of every executable file that doesn’t match hash
values
• 10. Maintain control of all evidence and findings
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Approaching Digital Forensics Cases (3 of
3)
• Refining and Modifying the Investigation Plan
• Even if initial plan is sound, at times you may need to deviate from it and follow
evidence
• Knowing the types of data to look for helps you make the best use of your time
• The key is to start with a plan but remain flexible in the face of new evidence
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classroom use.
Using Autopsy to Analyze Data (1 of 6)
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classroom use.
Using Autopsy to Analyze Data (2 of 6)
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Using Autopsy to Analyze Data (3 of 6)
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Using Autopsy to Analyze Data (4 of 6)
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classroom use.
Using Autopsy to Analyze Data (5 of 6)
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classroom use.
Using Autopsy to Analyze Data (6 of 6)
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classroom use.
Validating Forensic Data
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classroom use.
Validating with Hexadecimal Editors (1 of
6)
• Advanced hexadecimal editors offer features not available in digital forensics
tools, such as:
• Hashing specific files or sectors
• With the hash value in hand
• You can use a forensics tool to search for a suspicious file that might have had its
name changed to look like an innocuous file
• WinHex provides MD5 and SHA-1 hashing algorithms
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classroom use.
Validating with Hexadecimal Editors (2 of
6)
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classroom use.
Validating with Hexadecimal Editors (3 of
6)
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classroom use.
Validating with Hexadecimal Editors (4 of
6)
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classroom use.
Validating with Hexadecimal Editors (5 of
6)
• Advantage of recording hash values
• You can determine whether data has changed
• Block-wise hashing
• A process that builds a data set of hashes of sectors from the original file
• Then examines sectors on the suspect’s drive to see whether any other sectors match
• If an identical hash value is found, you have confirmed that the file was stored on the
suspect’s drive
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classroom use.
Validating with Hexadecimal Editors (6 of
6)
• Using Hash Values to Discriminate Data
• AccessData has its own hashing database, Known File Filter (KFF)
• KFF filters known program files, such as winword.exe, fromview and contains has
values of known illegal files
• It compares known file hash values with files on your evidence drive to see whether
they contain suspicious data
• Other digital forensics tools can import the NSRL database and run hash comparisons
Periodically, AccessData updates these known hash values and posts an updated
KFF. The NIST National Software Reference Library maintains a national
database of updated file hash values for a variety of OSs, applications, and
images; however, it doesn’t list hash values of known illegal files.
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classroom use.
Validating with Digital Forensics Tools (1
of 3)
• In AccessData FTK Imager, when selecting the Expert Witness (.e01) or SMART
(.s01) format:
• Additional options for hashing all the data are available
• Validation report lists MD5 and SHA-1 hash values
• Follow steps starting on page 393 to see how to use WinHex to hash an image
file and then compare it with the original hash value FTK Imager calculated
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classroom use.
Validating with Digital Forensics Tools (2
of 3)
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classroom use.
Validating with Digital Forensics Tools (3
of 3)
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classroom use.
Addressing Data-Hiding Techniques
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classroom use.
Hiding Files by Using the OS
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Hiding Partitions (1 of 4)
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Hiding Partitions (2 of 4)
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Hiding Partitions (3 of 4)
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Hiding Partitions (4 of 4)
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Marking Bad Clusters
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Bit-Shifting (1 of 4)
• Some users use a low-level encryption program that changes the order of
binary data
• Makes altered data unreadable to secure a file, users run an assembler program (also
called a “macro”) to scramble bits
• Run another program to restore the scrambled bits to their original order
• Bit shifting changes data from readable code to data that looks like binary
executable code
• WinHex and Hex Workshop includes a feature for shifting bits
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classroom use.
Bit-Shifting (2 of 4)
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Bit-Shifting (3 of 4)
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Bit-Shifting (4 of 4)
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Understanding Steganalysis Methods (1 of
3)
• Steganography - comes from the Greek word for “hidden writing”
• Hiding messages in such a way that only the intended recipient knows the message is
there
• Steganalysis - term for detecting and analyzing steganography files
• Digital watermarking - developed as a way to protect file ownership
• Usually not visible when used for steganography
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classroom use.
Understanding Steganalysis Methods (2 of
3)
• A way to hide data is to use steganography tools
• Many are freeware or shareware
• Insert information into a variety of files
• If you encrypt a plaintext file with PGP and insert the encrypted text into a
steganography file
• Cracking the encrypted message is extremely difficult
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classroom use.
Understanding Steganalysis Methods (3 of
3)
• Steganalysis methods
• Stego-only attack
- Used when only the file containing the possible steganography content is available
for analysis.
• Known cover attack
- Used when the cover-media, the original file with no hidden message, and the
stego-media, the converted cover-media file that stores the hidden message, are
available for analysis.
• Known message attack
- Used when the hidden message is revealed later, allowing further analysis of new
messages.
• Chosen stego attack
- Used when a steganography tool and stego-media were used to hide the message
content.
• Chosen message attack
- Used to identify corresponding patterns used in stego-media.
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classroom use.
Examining Encrypted Files
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Recovering Passwords (1 of 4)
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Recovering Passwords (2 of 4)
• Brute-force attacks
• Use every possible letter, number, and character found on a keyboard
• This method can require a lot of time and processing power
• Dictionary attack
• Uses common words found in the dictionary and tries them as passwords
• Most use a variety of languages
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classroom use.
Recovering Passwords (3 of 4)
• With many programs, you can build profiles of a suspect to help determine his
or her password
• Many password-protected OSs and application store passwords in the form of
MD5 or SHA hash values
• A brute-force attack requires converting a dictionary password from plaintext to
a hash value
• Requires additional CPU cycle time
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Recovering Passwords (4 of 4)
• Rainbow table
• A file containing the hash values for every possible password that can be generated
from a computer’s keyboard
• No conversion necessary, so it is faster than a brute-force or dictionary attack
• Salting passwords
• Alters hash values and makes cracking passwords more difficult
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