Quantum mechanics is one of the pillars of modern physics, however rather difficult to teach at the introductory level due to the conceptual difficulties and the required advanced mathematics. Nevertheless, attempts to identify relevant features of quantum mechanics and to put forward concepts of how to teach it have been proposed.1–8 Here we present an approach to quantum physics based on the simplest quantum mechanical system—the quantum bit (qubit).1 Like its classical counterpart—the bit—a qubit corresponds to a two-level system, i.e., some system with a physical property that can admit two possible values. While typically a physical system has more than just one property or the property can admit more than just two values, in many situations most degrees of freedom can be considered to be fixed or frozen. Hence a variety of systems can be effectively described as a qubit. For instance, one may consider the spin of an electron or atom, with spin up and spin down as two possible values, and where other properties of the particle such as its mass or its position are fixed. Further examples include the polarization degree of freedom of a photon (horizontal and vertical polarization), two electronic degrees of freedom (i.e., two energy levels) of an atom, or the position of an atom in a double well potential (atom in left or right well). In all cases, only two states are relevant to describe the system.
Quantum mechanics is one of the pillars of modern physics, however rather difficult to teach at the introductory level due to the conceptual difficulties and the required advanced mathematics. Nevertheless, attempts to identify relevant features of quantum mechanics and to put forward concepts of how to teach it have been proposed.1–8 Here we present an approach to quantum physics based on the simplest quantum mechanical system—the quantum bit (qubit).1 Like its classical counterpart—the bit—a qubit corresponds to a two-level system, i.e., some system with a physical property that can admit two possible values. While typically a physical system has more than just one property or the property can admit more than just two values, in many situations most degrees of freedom can be considered to be fixed or frozen. Hence a variety of systems can be effectively described as a qubit. For instance, one may consider the spin of an electron or atom, with spin up and spin down as two possible values, and where other properties of the particle such as its mass or its position are fixed. Further examples include the polarization degree of freedom of a photon (horizontal and vertical polarization), two electronic degrees of freedom (i.e., two energy levels) of an atom, or the position of an atom in a double well potential (atom in left or right well). In all cases, only two states are relevant to describe the system.
Using the simplest possible quantum system—the qubit—the fundamental concepts of quantum physics can be introduced. This highlights the common features of many different physical systems, and provides a unifying framework when teaching quantum physics at the high school or introductory level. In a previous TPT article and in a separate paper posted online, we introduced catchy visualizations of the qubit based on the Bloch sphere or just the unit circle (see also Refs. 3–8 for other approaches highlighting the importance of the qubit). These visualizations open the way to understand basic ideas of quantum physics even without knowledge of the underlying mathematical formalism. In addition, simple mathematics can be introduced to describe the qubit as an abstract object and basic unit of quantum information. This generalizes the digital bit as a basic unit of classical information. The proposed visualizations can be used even at the high school level, while the mathematical explanations are of importance when teaching quantum physics at the undergraduate university level. This approach provides a unified framework to introduce common features of all quantum systems, such as the stochastic behavior and state change of a superposition state under measurement.
We present an approach for teaching quantum physics at high school level based on the simplest quantum system - the single quantum bit (qubit). We show that many central concepts of quantum mechanics, including the superposition principle, the stochastic behavior and state change under measurements as well as the Heisenberg uncertainty principle can be understood using simple mathematics, and can be illustrated using catchy visualizations. We discuss abstract features of a qubit in general, and consider possible physical realizations as well as various applications, e.g. in quantum cryptography.
In this section we introduce the framework of quantum mechanics as it pertains to the types of systems we will consider for quantum computing. Here we also introduce the notion of a quantum bit or ‘qubit’, which is a fundamental concept for quantum computing. At the beginning of the twentieth century, it was believed by most that the laws of Newton and Maxwell were the correct laws of physics. By the 1930s, however, it had become apparent that these classical theories faced serious problems in trying to account for the observed results of certain experiments. As a result, a new mathematical framework for physics called quantum mechanics was formulated, and new theories of physics called quantum physics were developed in this framework. Quantum physics includes the physical theories of quantum electrodynamics and quantum field theory, but we do not need to know these physical theories in order to learn about quantum information. Quantum information is the result of reformulating information theory in this quantum framework. We saw in Section 1.6 an example of a two-state quantum system: a photon that is constrained to follow one of two distinguishable paths. We identified the two distinguishable paths with the 2-dimensional basis vectors and then noted that a general ‘path state’ of the photon can be described by a complex vector with |α0|2 +|α1|2 = 1. This simple example captures the essence of the first postulate, which tells us how physical states are represented in quantum mechanics. Depending on the degree of freedom (i.e. the type of state) of the system being considered, H may be infinite-dimensional. For example, if the state refers to the position of a particle that is free to occupy any point in some region of space, the associated Hilbert space is usually taken to be a continuous (and thus infinite-dimensional) space. It is worth noting that in practice, with finite resources, we cannot distinguish a continuous state space from one with a discrete state space having a sufficiently small minimum spacing between adjacent locations. For describing realistic models of quantum computation, we will typically only be interested in degrees of freedom for which the state is described by a vector in a finite-dimensional (complex) Hilbert space.
Classical information processing is performed using bits , which are just two-state systems, with the two states called 0 and 1. By grouping bits togetherwe can represent arbitrary pieces of information, and by manipulating these bits we can perform arbitrary computations. The corresponding basic element used in quantum information is the quantum bit, or qubit . This is simply a quantum system with two orthonormal basis states, which we shall call |0⧽ and |1⧽. There are many possible physical implementations of a qubit, such as spin states of electrons or atomic nuclei, charge states of quantum dots, atomic energy levels, vibrational states of groups of atoms, polarization states of photons, or paths in an interferometer. At this stage the physical implementation is not important: the idea of a qubit is to abstract the discussion away from physical details. Taking the standard approach of quantum information theory, we shall begin by not worrying too much about the properties of these states, or even what their energies are; we shall simply assume that they are eigenstates of the system's Hamiltonian with known eigenvalues (that is, known energies). This approach allows us to concentrate on the fundamental properties of the system, without considering all the tedious details. We can in principle perform classical information processing on our quantum system by using the two states |0⧽ and |1⧽ as our logical states 0 and 1 and proceeding in the usual fashion, giving rise to the field of reversible computing , which will be explored briefly in Part II. This, however, misses the point.
The simplest quantum system is the physical quantum bit or qubit . The qubit is a two-level quantum system—example qubit systems are the spin of an electron, the polarization of a photon, or a two-level atom with a ground state and an excited state. We do not worry too much about physical implementations in this chapter, but instead focus on the mathematical postulates of the quantum theory and operations that we can perform on qubits. From qubits we progress to a study of physical qudits . Qudits are quantum systems that have d levels and are an important generalization of qubits. Again, we do not discuss physical realizations of qudits. Noise can affect quantum systems, and we must understand methods of modeling noise in the quantum theory because our ultimate aim is to construct schemes for protecting quantum systems against the detrimental effects of noise. In Chapter 1, we remarked on the different types of noise that occur in nature. The first, and perhaps more easily comprehensible type of noise, is that which is due to our lack of information about a given scenario. We observe this type of noise in a casino, with every shuffle of cards or toss of dice. These events are random, and the random variables of probability theory model them because the outcomes are unpredictable. This noise is the same as that in all classical information-processing systems. On the other hand, the quantum theory features a fundamentally different type of noise. Quantum noise is inherent in nature and is not due to our lack of information, but is due rather to nature itself. An example of this type of noise is the “Heisenberg noise” that results from the uncertainty principle. If we know the momentum of a given particle from performing a precise measurement of it, then we know absolutely nothing about its position—a measurement of its position gives a random result. Similarly, if we know the rectilinear polarization of a photon by precisely measuring it, then a future measurement of its diagonal polarization will give a random result. It is important to keep the distinction clear between these two types of noise.
Behold your computer. Your computer represents the culmination of years of technological advancements beginning with the early ideas of Charles Babbage (1791-1871) and eventual creation of the first computer by German engineer Konrad Zuse in 1941. Surprisingly however, the high speed modern computer sitting in front of you is fundamentally no different from its gargantuan 30 ton ancestors, which were equipped with some 18000 vacuum tubes and 500 miles of wiring! Although computers have become more compact and considerably faster in performing their task, the task remains the same: to manipulate and interpret an encoding of binary bits into a useful computational result. A bit is a fundamental unit of information, classically represented as a 0 or 1 in your digital computer. Each classical bit is physically realized through a macroscopic physical system, such as the magnetization on a hard disk or the charge on a capacitor. A document, for example, comprised of n-characters stored on the hard drive of a typical computer is accordingly described by a string of 8n zeros and ones. Herein lies a key difference between your classical computer and a quantum computer. Where a classical computer obeys the well understood laws of classical physics, a quantum computer is a device that harnesses physical phenomenon unique to quantum mechanics (especially quantum interference) to realize a fundamentally new mode of information processing. In a quantum computer, the fundamental unit of information (called a quantum bit or qubit), is not binary but rather more quaternary in nature. This qubit property arises as a direct consequence of its adherence to the laws of quantum mechanics which differ radically from the laws of classical physics. A qubit can exist not only in a state corresponding to the logical state 0 or 1 as in a classical bit, but also in states corresponding to a blend or superposition of these classical states. In other words, a qubit can exist as a zero, a one, or simultaneously as both 0 and 1, with a numerical coefficient representing the probability for each state. This may seem counterintuitive because everyday phenomenon are governed by classical physics, not quantum mechanics – which takes over at the atomic level. This rather difficult concept is perhaps best explained through an experiment. Consider Figure 1 below: