Quantum information science (QIS) is of growing importance to economic and national security, commerce, and technology. The development of a "quantum smart" workforce needs to begin before college since most students will not major in physics. Thus, it is vital to expose K-12 students to quantum concepts that are relevant to everyday experiences with credit card security, phones, computers, and basic technology and to prepare teachers to teach this content. The logical venue for exposure to basic ideas in quantum science might be a high school physics course, or even a physical science course if a full physics course is not offered. Professional development (PD) for educators typically includes 1-2 weeks of intensive instruction, usually in the summer. Teachers are then expected to remember what they learned and implement it several months after the PD. The model is based on prior research indicating that an educator needs a minimum of 80 hours of PD to become comfortable enough to implement the new instruction in their classroom. However, little research has been done as to how much they actually implement. For the past three years, we have been engaged in a project funded by the US National Science Foundation to build mechanisms (materials and PD strategies) for educating a quantum-ready workforce. Our PD model is based on pedagogical techniques used in classrooms, specifically the components of learn then practice in order to avoid cognitive overload. Instruction is more effective when the learners (teachers or students) are given opportunities to actively engage in the learning process through interaction/collaboration with peers, exploring challenges, and practicing what they have learned. This paper will share the logistics of our new PD new model, challenges, finding from our current research, and implications for future PD in K-16.
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Investigating student interpretations of the differences between classical and quantum computers: Are quantum computers just analog classical computers?
Significant attention in the PER community has been paid to student cognition and reasoning processes in undergraduate quantum mechanics. Until recently, however, these same topics have remained largely unexplored in the context of emerging interdisciplinary quantum information science (QIS) courses. We conducted exploratory interviews with 22 students in an upper-division quantum computing course at a large R1 university crosslisted in physics and computer science, as well as 6 graduate students in a similar graduate-level QIS course offered in physics. We classify and analyze students' responses to a pair of questions regarding the fundamental differences between classical and quantum computers. We specifically note two key themes of importance to educators: (1) when reasoning about computational power, students often struggled to distinguish between the relative effects of exponential and linear scaling, resulting in students frequently focusing on distinctions that are arguably better understood as analog-digital than classical-quantum, and (2) introducing the thought experiment of analog classical computers was a powerful tool for helping students develop a more expertlike perspective on the differences between classical and quantum computers.
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- NSF-PAR ID:
- 10437412
- Editor(s):
- Frank, B. W.; Jones, D. L.; and Ryan, Q. X.
- Date Published:
- Journal Name:
- 2022 Physics Education Research Conference Proceedings
- Page Range / eLocation ID:
- 317 to 322
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Bennet, M. ; Frank, B. ; Vieyra, R. (Ed.)Significant focus in the PER community has been paid to student reasoning in undergraduate quantum mechanics. However, these same topics have remained largely unexplored in the context of emerging interdisciplinary quantum information science (QIS) courses. We conducted 15 exploratory think-aloud interviews with students in an upper-division quantum computing course at a large R1 university cross-listed in the physics and computer science departments. Focusing on responses to one particular problem, we identify two notably consistent problem-solving strategies across students in the context of a particular interview prompt, which we term Naive Measurement Probabilities (NMP) and Virtual Quantum Computer (VQC), respectively. Operating from a resources framework, we interpret these strategies as choices of coherent (and potentially mutually-generative) sets of resources to employ and available actions to perform.more » « less
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The future of economic and national security, commerce, and technology are becoming more dependent on quantum information science (QIS). In addition to traditional STEM fields, there will be a broad need to develop a "quantum smart" workforce, and this development needs to begin before college. Since most students will not major in physics, it is vital to expose precollege students to quantum concepts that are relevant to everyday experiences with information security, smart phones, computers, and other widely used technology. This project, funded by the US National Science Foundation, provides opportunities for students to learn about various aspects of quantum science, regardless of whether they take a physics class. This project provides opportunities for secondary educators to learn and practice QIS. Project partners include universities, businesses, and professional organizations such as Science Teacher Association in Utah and Texas, American Association of Physics Teachers, Institute for Quantum Computing, and Perimeter Institute for Theoretical Physics. In particular, we utilize a trainer of trainer approach, however, the teacher professional development is tied to summer camp experience for students during which the teachers can test their delivery of the material with students in the summer camp. In this paper we will discuss the content areas and provide an outline of the professional development model.more » « less
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Abstract Despite rapid growth of quantum information science (QIS) workforce development initiatives, perceived lack of agreement among faculty on core content has made prior research-based curriculum and assessment development initiatives difficult to scale. To identify areas of consensus on content coverage, we report findings from a survey of N=63 instructors teaching introductory QIS courses at US institutions of higher learning. We identify a subset of content items common across a large fraction (≥ 80%) of introductory QIS courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics, and engineering. As a further guide for curriculum development, we also examine differences in content coverage by level (undergraduate/graduate) and discipline. Finally, we briefly discuss the implications of our findings for the development of a research-based QIS assessment at the postsecondary level.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1119/perc.2022.pr.Meyer
