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1. Beyond Making: Application of Constructionist Learning Principles in Engineering Prototyping Centers

   https://doi.org/10.18260/1-2--36746  

   Youmans, K.; Villanueva, I.; Bowma-Gearhart, J.: Nadelson (April 2021, ASEE Annual Conference proceedings)

   The creation of student-centered spaces for making and prototyping continues to be a growing trend in higher education. These spaces are especially relevant in engineering education as they provide opportunities for engineering students to engage in authentic and collaborative problemsolving activities that can develop students’ 21st-century skills [1–3]. Principles of constructionist learning theory, which promote knowledge creation through development of a physical product [4,5], may be applied to support learning within these spaces. Beyond the construction of objects, this learning theory emphasizes a learning culture where teachers serve as guides to collaborative and student-driven learning [6]. This research seeks to understand how constructionism's learning principles are integrated into an engineering prototyping center (EPC) at a large western university. Further, we explore how these principles may support engineering student development within these spaces and identify a qualitative coding scheme for future research. Thematic analysis of semi-structured interviews with faculty, staff, and students involved with the EPC suggests that the construction of physical prototypes within this space allows for the translation of abstract concepts to concrete experiences and the development of iterative design skills. Further, the data suggests that staff play an essential role in creating a learning culture aligned with constructionist learning principles. This culture supports staff in guiding student learning, fostering a collaborative environment, and promoting students’ lifelong learning skills. Data collected within this exploratory study suggest that constructionism's learning principles can play a central role in supporting the development of engineering students in an EPC. 

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2. A Verified Compiler for Quantum Simulation

   Li, Liyi; An, Fenfen; Zahariev, Federico; Chong, Zhi Xiang; Sabry, Amr Sabry; Gordon, Mark S (September 2025, arXivorg)

   Hamiltonian simulation is a central application of quantum computing, with significant potential in modeling physical systems and solving complex optimization problems. Existing compilers for such simulations typically focus on low-level representations based on Pauli operators, limiting programmability and offering no formal guarantees of correctness across the compilation pipeline. We introduce QBlue, a high-level, formally verified framework for compiling Hamiltonian simulations. QBlue is based on the formalism of second quantization, which provides a natural and expressive way to describe quantum particle systems using creation and annihilation operators. To ensure safety and correctness, QBlue includes a type system that tracks particle types and enforces Hermitian structure. The framework supports compilation to both digital and analog quantum circuits and captures multiple layers of semantics, from static constraints to dynamic evolution. All components of QBlue, including its language design, type system, and compilation correctness, are fully mechanized in the Rocq proof framework, making it the first end-to-end verified compiler for second-quantized Hamiltonian simulation. 

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3. Particle formation and surface processes on atmospheric aerosols: A review of applied quantum chemical calculations

   https://doi.org/10.1002/qua.26350  

   Leonardi, Angelina; Ricker, Heather M.; Gale, Ariel G.; Ball, Benjamin T.; Odbadrakh, Tuguldur T.; Shields, George C.; Navea, Juan G. (June 2020, International Journal of Quantum Chemistry)

   Abstract Aerosols significantly influence atmospheric processes such as cloud nucleation, heterogeneous chemistry, and heavy‐metal transport in the troposphere. The chemical and physical complexity of atmospheric aerosols results in large uncertainties in their climate and health effects. In this article, we review recent advances in scientific understanding of aerosol processes achieved by the application of quantum chemical calculations. In particular, we emphasize recent work in two areas: new particle formation and heterogeneous processes. Details in quantum chemical methods are provided, elaborating on computational models for prenucleation, secondary organic aerosol formation, and aerosol interface phenomena. Modeling of relative humidity effects, aerosol surfaces, and chemical kinetics of reaction pathways is discussed. Because of their relevance, quantum chemical calculations and field and laboratory experiments are compared. In addition to describing the atmospheric relevance of the computational models, this article also presents future challenges in quantum chemical calculations applied to aerosols. 

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4. A Review of Particle Packing Models and Their Applications to Characterize Properties of Sand-Silt Mixtures

   https://doi.org/10.3390/geotechnics4040057  

   Chang, Ching S; Chao, Jason (November 2024, Geotechnics)

   This paper reviews particle packing models and explores their application in geotechnical engineering, specifically for sand-silt mixtures. The review covers key models, including limiting case, linear, and non-linear packing models, focusing on their mathematical structures, physical principles, assumptions, and limitations through the concept of excess free volume. The application of particle packing models in geotechnical engineering is explored in characterizing the properties of sand-silt mixtures, offering insights into maximum, minimum, and critical void ratios and inter-granular void ratio, and the prediction of mechanical properties. 

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5. Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills

   https://doi.org/10.1119/5.0211535  

   Schneble, Dominik; Wei, Tzu-Chieh; Kelly, Angela_M (January 2025, American Journal of Physics)

   National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) program for high school students in grades 10–12; the goal is to advance physical science literacy and diversify the STEM pipeline through novel quantum science and quantum computing access and learning. This partnership between Stony Brook University and the New York Hall of Science was designed by quantum physicists and physics education researchers. This manuscript describes the rationale and progression of quantum ideas and computing skills introduced in the outreach program. The program design scaffolded physics, mathematics, and computer science concepts to engage high school students in the excitement of quantum information science and technology fields. The disciplinary content included the limitations of classical computing, classical and quantum physics principles (diffraction, polarization, wave-particle duality), the Mach–Zehnder interferometer, superposition, quantum thought experiments (Schrödinger's cat and Wigner's friend), entanglement and Bell's inequality, quantum key distribution, and basic quantum computing skills. Students also spent time visiting laboratories and museum exhibits and learning about academic progressions and career pathways in quantum technologies. This university-based science outreach model may be replicated by other quantum educators and adapted for learning in formal contexts. 

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