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Quantum computers are projected to be able to carry out certain complex calculations that our current, classical computers cannot accomplish efficiently. The word quantum refers to the smallest possible unit of something, which in this context relates to the properties of tiny particles like atoms, electrons, and photons. Quantum computers use these properties to perform complex calculations in ways that are fundamentally different from non-quantum computers. In , quantum computers will be faster than classical computers. A quantum computing revolution requires a new generation of scientists and engineers who are familiar with quantum concepts and principles. Yet, educational efforts to teach the basic concepts of this field to a new generation are lacking [2]. A few efforts have been developed to introduce pre-college students to QIS, including an activity on quantum teleportation for secondary school students [3] and a series of coding-based activities for high-school students [4]. However, high-quality activities to promote QIS at the K-12 level are scarce, despite research showing that middle school is a crucial time for students as they begin to contemplate possible career paths [5,6]. This article describes the adaptation of an existing online educational computer game to introduce quantum computing concepts to an interactive science center audience from age seven to adult 

This article briefly describes the design of the five Quander games and the game world in which the games are situated. It described the rational for the game design and includes brief descriptions of all 5 games and the reward system. 

Communication of ideas involves the simultaneous efforts of verbal, physical and neurological processes (Sherr, 2008). In elementary classrooms where young students are in the process of developing their verbal capacities, gestures from both the teacher and students serve as a key component of communication of new ideas and the processing of social information (Foglia & Wilson, 2013). Thus far, research efforts to understand how students utilize gestures in the communication and understanding of ideas have focused primarily on mathematics and the physical sciences (see Nemirovsky & Ferrara, 2009; Nuñez, Edwards & Matos, 1999; Shapiro, 2014; Sherr, 2008). With the introduction of the Next Generation Science Standards (NGSS Lead States, 2013), students engineering is now included in K-12 instruction. Engineering education centers around designing and optimizing solutions to engineering challenges. The creation of a design solution differentiates engineering education from other classroom subject areas. Current work in engineering education focuses mostly on students’ words or drawings, leaving out gestures as an important component of students' communication of engineering designs. This study aimed to contribute to the general understanding of students’ use of gestures and manipulatives when discussing their engineering design solutions and is part of a larger NSF-funded project. Students participated in pre- and post-field trip classroom activities that extended learning done on an engineering-focused field trip to the local science center into the classroom. For this study, we focused on a module that challenged students to design a craft that either slowed the fall of a penny (classroom engineering design challenge) or hovered in a column of upward moving air (field trip engineering design challenge). We analyzed six videos (3 from the classroom and 3 from the field trip) of first-grade student explanations of their crafts to identify their use of gestures and prototyped craft design solutions in communicating. In this paper, we explore how student use of gestures and use of prototyped design solutions overlap and differentiate to understand how student sense-making can be understood through each. 

Context.Small planets transiting bright nearby stars are essential to our understanding of the formation and evolution of exoplanetary systems. However, few constitute prime targets for atmospheric characterization, and even fewer are part of multiple star systems. Aims.This work aims to validate TOI-4336 A b, a sub-Neptune-sized exoplanet candidate identified by the TESS space-based transit survey around a nearby M dwarf. Methods.We validated the planetary nature of TOI-4336 A b through the global analysis of TESS and follow-up multi-band high-precision photometric data from ground-based telescopes, medium- and high-resolution spectroscopy of the host star, high-resolution speckle imaging, and archival images. Results.The newly discovered exoplanet TOI-4336 A b has a radius of 2.1 ± 0.1R_⊕. Its host star is an M3.5-dwarf star with a mass of 0.33 ± 0.01M_⊙and a radius of 0.33 ± 0.02R_⊙, and is a member of a hierarchical triple M-dwarf system 22 pc away from the Sun. The planet’s orbital period of 16.3 days places it at the inner edge of the habitable zone of its host star, which is the brightest of the inner binary pair. The parameters of the system make TOI-4336 A b an extremely promising target for the detailed atmospheric characterization of a temperate sub-Neptune by transit transmission spectroscopy with JWST. 

ABSTRACT The variability induced by precipitable water vapour (PWV) can heavily affect the accuracy of time-series photometric measurements gathered from the ground, especially in the near-infrared. We present here a novel method of modelling and mitigating this variability, as well as open-sourcing the developed tool – Umbrella. In this study, we evaluate the extent to which the photometry in three common bandpasses (r′, i′, z′), and SPECULOOS’ primary bandpass (I + z′), are photometrically affected by PWV variability. In this selection of bandpasses, the I + z′ bandpass was found to be most sensitive to PWV variability, followed by z′, i′, and r′. The correction was evaluated on global light curves of nearby late M- and L-type stars observed by SPECULOOS’ Southern Observatory (SSO) with the I + z′ bandpass, using PWV measurements from the LHATPRO and local temperature/humidity sensors. A median reduction in RMS of 1.1 per cent was observed for variability shorter than the expected transit duration for SSO’s targets. On timescales longer than the expected transit duration, where long-term variability may be induced, a median reduction in RMS of 53.8 per cent was observed for the same method of correction.