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This paper examines the initial beliefs held by elementary educators (n=11) and their students about teaching and learning quantum concepts at the elementary level. All teachers were participants in a grant-funded project focused on developing teachers’ quantum content knowledge and creating curricular resources to use in elementary classrooms. Although elementary teachers had limited knowledge of quantum at the beginning of the project, they expressed excitement and a belief that learning quantum would create future possibilities for their students. 

Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an evolving technological landscape. This study explores the professional learning of K-12 teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended surveys, field notes, workshop artifacts, and interviews to examine teachers’ perceptions of quantum and how they made connections between quantum and their curriculum. Our data reveal that most teachers were excited and interested in teaching quantum but were aware of potential barriers and concerns that might get in the way of teaching quantum. We found that teachers readily identified connections to math and science in their curriculum, but only a few made connections to computing. Enthusiasm for teaching quantum concepts was found in both elementary and secondary educators, suggesting a widespread recognition of its importance in preparing students for a future where quantum technology is a fundamental aspect of their lives and careers. 

Relative humidity, NO_x, and NH₃can all alter the molecular, optical, and hygroscopic properties of naphthalene SOAs, with a complex synergy between these factors.