Thought experiments are where logical reasoning meets storytelling, catalysing progress in quantum science and technology. Schrödinger's famous cat brought quantum science to the public consciousness, while Deutsch's thought experiment to test the many-worlds and Copenhagen interpretations involved the first conception of a quantum computer. I will show how presenting thought experiments using quantum circuits can demystify apparent quantum paradoxes, and provide fun, conceptually important activities for learners to implement themselves on near-term quantum devices. Additionally, I will explain how thought experiments can be used as a first introduction to quantum, and outline a workshop based on the “quantum bomb tester” for school students as young as 11. This paper draws upon my experience in developing and delivering quantum computing workshops in Oxford, and in creating a quantum paradoxes content series with IBM Quantum of videos, blogs and code tutorials.
Thought experiments are where logical reasoning meets storytelling, catalysing progress in quantum science and technology. Schrödinger's famous cat brought quantum science to the public consciousness, while Deutsch's thought experiment to test the many-worlds and Copenhagen interpretations involved the first conception of a quantum computer. I will show how presenting thought experiments using quantum circuits can demystify apparent quantum paradoxes, and provide fun, conceptually important activities for learners to implement themselves on near-term quantum devices. Additionally, I will explain how thought experiments can be used as a first introduction to quantum, and outline a workshop based on the “quantum bomb tester” for school students as young as 11. This paper draws upon my experience in developing and delivering quantum computing workshops in Oxford, and in creating a quantum paradoxes content series with IBM Quantum of videos, blogs and code tutorials.
Abstract The thought experiment ‘Schrödinger’s cat’ exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students’ understanding of this part of modern physics, including its philosophical consequences. In this paper we report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment. The analysis resulted in nine categories, and we discuss how these relate to interpretations made by physicists, in particular the concept of superposition. Even if students’ responses in many cases can be related to interpretations that make sense in physics, we conclude that lack of knowledge about the purpose and the historical context of the thought experiment limits students understanding of the physics content. Exploring the thought experiment from a historical perspective might deepen student understanding of key concepts in quantum physics as well as of how physics develops.
Erwin Schrodinger first described the thought-experiment which has since become known as 'the paradox of Schrodinger's cat' 51 years ago. In recent years, popular accounts of quantum mechanics have tended to adopt one or other of the philosophically most extreme solutions to this paradox, i.e. the consciousness hypothesis or the many worlds interpretation. The author attempts to redress the balance by describing what he takes to be the orthodox solution to the paradox which explains the paradox, without recourse to such counterintuitive notions as a cat simultaneously dead and alive or a universe continually splitting into multiple worlds, as being due to a misapplication of the quantum formalism.
This article aims to reconsider E. Schrödinger's famous thought experiment, the cat paradox experiment, and its place in quantum foundations from a new perspective, grounded in the type of interpretation of quantum phenomena and quantum mechanics, which belongs to the class of interpretations designated here as "reality without realism" (RWR) interpretations. Such interpretations have not been previously brought to bear on the cat experiment, including by N. Bohr, whose interpretation in its ultimate forms (as he changes his interpretation a few times) is an RWR interpretation, but who does not appear to have commented on the cat experiment. The interpretation adopted in this articles follows Bohr's interpretation, as based on two assumptions or postulates, the Heisenberg and Bohr postulates, but it adds a third postulate, the Dirac postulate. The article also introduces, in conjunction with the concept of reality without realism, the concepts of visible and invisible to thought and considers their role in the cat-paradox experiment.
Merging disciplines has led to incredible learnings and breakthroughs throughout history, including the discovery of quantum computing: a cross between computation and quantum physics. In this paper, I will discuss how we can cross quantum computing with topics in fundamental physics. This leads to fruitful, interactive learning opportunities that fuse deep open physics problems with key insights about quantum information science. By outlining quantum circuit experiments that can be run on current and near-term quantum computers, I demonstrate how to help learners engage with principles in special relativity, general relativity and thermodynamics. In turn, these connections can advance their understanding of quantum computing. Learners can further explore the quantum computing activities in this paper via the Quantum Paradoxes content series of videos, blogs and code tutorials that I created with IBM Quantum.
Quantum computing education requires students to move beyond classical programming intuitions related to state, determinism, and debugging, and to develop reasoning skills grounded in probability, measurement, and interference. This paper reports on the design and delivery of a combined undergraduate and graduate course at Louisiana State University that employed a lab-integrated learning model to support conceptual change and progressive understanding. The course paired lectures with weekly programming labs that served as environments for experimentation and reflection. These labs enabled students to confront misconceptions and refine their mental models through direct observation and evidence-based reasoning. Instruction began with Quantum Without Linear Algebra (QWLA), which introduced core concepts such as superposition and entanglement through intuitive, dictionary representations. The course then transitioned to IBM Qiskit, which provided a professional framework for circuit design, noise simulation, and algorithm implementation. Analysis of student work and feedback indicated that hands-on experimentation improved confidence, conceptual clarity, and fluency across representations. At the same time, it revealed persistent challenges in debugging, reasoning about measurement, and understanding probabilistic outcomes. This paper presents the course structure, instructional strategies, and lessons learned, and argues that lab-integrated learning offers an effective and accessible approach to teaching quantum computing in computer science education.
This educational module provides an accessible introduction to quantum computing and is designed as the first practicum in a broader series. The presentation covers the fundamental concepts required to understand the principles and potential of quantum computation, including qubits, superposition, entanglement, decoherence, quantum gates, the Bloch sphere, and measurement. It also introduces current hardware platforms such as superconducting, trapped‑ion, and photonic qubits. The module explains the structure of quantum circuits, the role of unitary operations, and the significance of quantum parallelism and quantum advantage. It includes visual metaphors (such as Schrödinger’s cat), conceptual diagrams, and examples of real-world quantum processors. The presentation also addresses common misconceptions about quantum computers and outlines ethical, social, and educational challenges associated with the development of quantum technologies. Version 0.3 includes improved structure, updated terminology, expanded explanations of quantum gates, and a fully revised English-language adaptation suitable for international audiences. The material is intended for students, educators, and early‑stage researchers entering the field of quantum information science.