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American Journal of Physics

Resource Letter QSL-1 on Quantum and Statistical Aspects of Light

Peter Carruthers

Published May 1, 1963• 1 citation
Publisher

Abstract

Prepared at the request of the AAPT Committee on Resource Letters. This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts. This activity is supported by a National Science Foundation grant. Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study. Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter QSL-1, and enclose a stamped return envelope.

DOI
10.1119/1.1969504

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Prepared at the request of the AAPT Committee on Resource Letters. This is one of a series of Resource Letters on different topics, intended to guide college physicists to some of the literature and other teaching aids that may help them improve course contents in specified fields of physics. No Resource Letter is meant to be exhaustive and complete; in time there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed. Please send such communications to Professor Arnold Arons, Chairman Resource Letter Committee, Department of Physics, Amherst College, Amherst, Massachusetts. This activity is supported by a National Science Foundation grant. Notation: The letter E after an item number indicates elementary level, useful principally for freshman liberal arts through sophomore physics courses; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material principally suited for senior, graduate study. An asterisk (*) indicates items particularly recommended for introductory study. Additional copies: Available from American Institute of Physics, 335 East 45 Street, New York 17, New York. When ordering, request Resource Letter QSL-1, and enclose a stamped return envelope.
Prepared at the request of the AAPT Committee on Resource Letters. This is one of a series of Resource Letters on various topics, intended to guide college physicists to literature and other teaching aids that may help them improve course content in specified fields of physics. No Resource Letter is meant to be exhaustive and complete. In time, there may be more than one letter on some of the main subjects of interest. Comments and suggestions concerning the content and arrangement of letters as well as suggestions for future topics will be welcomed and should be addressed to Professor Joel E. Gordon, Chairman, AAPT Committee on Resource Letters, Department of Physics, Amherst College, Amherst, Mass. 01002. Notation: The letterEafter an item indicates elementary level, useful principally for high school and introductory college use; the letter I indicates intermediate (junior, senior) level; and the letter A indicates advanced material, principally suited for senior, graduate level. An asterisk (*) indicates items particularly recommended for introductory study.
This Resource Letter surveys the history and modern developments in the field of quantum information. It is written to guide advanced undergraduates, beginning graduate students, and other new researchers to the theoretical and experimental aspects of this field. The topics covered include quantum states and processes, quantum coding and cryptography, quantum computation, the experimental implementation of quantum information processing, and the role of quantum information in the fundamental properties and foundations of physical theories.
As quantum computers are becoming available for experiments, their enormous potential is being recognized among college communities. The goal of introducing quantum computing in college level computer science programs is becoming attractive. However, this goal comes with opportunities and challenges. of the challenges is that quantum computing appears to require substantial background in physics as well as in computer science. However, it is hard to convince students to major in these two fields. Computer Science students with a minor in physics can also be considered. Several alternative curriculum structures are possible. A non-consecutive two-course framework is proposed here. A course on Introduction to Quantum Computing may be offered to sophomore level students. This introductory course may teach fundamental ideas about quantum computing with basic concepts behind BQP (Bounded Error Quantum Polynomial) and related topics. This introductory course may be followed up by some physics courses (on related topics such as quantum mechanics) and some computer science courses. Then, a senior level course on Advanced Quantum Computing may be offered that may include some well-known algorithms (such as Shor's Algorithm for Quantum Factorization and Grover's Algorithm for Quantum Search) and their implementation and practices on some simulators (such as QuIDE from http://www.quide.eu/) or some prototype quantum processors (such as IBM's prototype quantum processors). For advanced level courses, some course materials are available from various sources (such as MIT OpenCourseWare). The greater challenge would be in teaching the introductory course mentioned earlier that motivates students towards investing time and efforts in learning quantum computing and related physics, math and computational topics. The challenges of teaching the introductory course should not be underestimated. Some flexible strategies can be suggested for this course so that the biggest challenges can be overcome. Some initial assessments of the students may help adjusting the introduction strategies with student's preparation. What is recommended is that the instructor should be able to adjust the coverage of topics, rigor and depth of treatment. That is, the introductory course should not be rigidly defined. It should be recognized that the main emphasis of the introductory course is actually instilling motivations and curiosity in student's mind about potentials of quantum computing through adaptive teaching of some selected topics where traditional digital computers do not provide tractable solutions. Ideally a balance could be achieved among aspects of depth of treatment, rigor, inspiration, motivation and coverage of topics. Students should be able to realize that the emerging quantum computing technology would be able to provide elegant solutions to some of the classical intractable problems combining ideas from physics, math and computer science in an innovative way. One size fits all is not a good approach and discussion of issues may help us face the challenges better by pragmatically considering a range of possible alternatives. Resources that are currently available may also need to be reviewed for the purpose of introducing quantum computing adequately.
This Resource Letter provides a guide to the literature on the foundations of quantum mechanics over approximately the past 20 years. Topics covered include Bell’s theorem, interpretation of the quantum state concept, the theory of measurement, and experimental tests of fundamental aspects of the quantum theory of matter and the electromagnetic field. The letter E after an item indicates elementary level of material of general interest to persons becoming informed in the field. The letter I, for intermediate level, indicates material of somewhat more specialized nature; and the letter A indicates rather specialized or advanced material. An asterisk (*) indicates those articles to be included in an accompanying Reprint Book.