Quantum question

Mohamed Afane, Kayla Laufer, Wenqi Wei +4 more

Language models have become practical tools for quantum computing education and research, from summarizing technical papers to explaining theoretical concepts and answering questions about recent developments in the field. While existing benchmarks evaluate quantum code generation and circuit design, their understanding of quantum computing concepts has not been systematically measured. Quantum-Audit addresses this gap with 2,700 questions covering core quantum computing topics. We evaluate 26 models from leading organizations. Our benchmark comprises 1,000 expert-written questions, 1,000 questions extracted from research papers using LLMs and validated by experts, plus an additional 700 questions including 350 open-ended questions and 350 questions with false premises to test whether models can correct erroneous assumptions. Human participants scored between 23% and 86%, with experts averaging 74%. Top-performing models exceeded the expert average, with Claude Opus 4.5 reaching 84% accuracy, though top models showed an average 12-point accuracy drop on expert-written questions compared to LLM-generated ones. Performance declined further on advanced topics, dropping to 73% on security questions. Additionally, models frequently accepted and reinforced false premises embedded in questions instead of identifying them, with accuracy below 66% on these critical reasoning tasks.

Gabriel Kreiman

Monika Švogor

The order effect is a well-known phenomenon in cognitive psychology which violates specific axioms of the classical probability theory and refers to different probabilities of measurement outcomes (answers to questions) depending on their order. In this research, the order effect was analyzed using quantum probabilistic modeling of cognitive processes. The Quantum Question (QQ) model suggested by Wang and Busemeyer (2013) was tested on a sample of participants that had answered three yes/no questions about a painting, in different orders. For that purpose, three problems were considered. The first problem was to examine the presence of the order effect in participants’ answers and the results showed order effects for all three questions. The second problem was to test data fitness with a model prediction called QQ equality and the data proved to be a good fit to the model. The purpose of the third problem was to examine the dependency of the q value derived from the model on a third question. Given that the QQ equality is a prediction which includes only two yes/no questions, an additional prediction was derived from the model which includes a third question and according to which, the q value is independent of a third question. The results showed a limitation in the model in explaining empirical data. A proposal was made how to expand the theory, so it would include models with three or more questions.

Jim Grozier

Fungamwango Hashel Mwansa, Phillippe Kabwita

This study aimed at investigating the problems students face in understanding the concepts of angular momentum in classical and quantum mechanics, finding an effective way of improving understanding and learning the concepts of angular momentum in quantum mechanics, lastly document the challenges investigated and suggest some solutions to help students understand angular momentum in both classical and quantum mechanics. This study summarizes a series of investigations into how undergraduate Physics students perceive angular momentum in quantum mechanics at the University of Zambia. We investigated undergraduate physics student's perception of angular momentum in quantum mechanics by administering written questions (open-ended) to two different groups of classes. Out of these investigations we developed a Quantum Interactive Learning Tutorials (Qu I L Ts) and peer instruction tools to assist the students build up a considerable knowledge structure of quantum mechanics in general and angular momentum in specific, through a guided approach technique [1]. Eleven questions were administered to a group of N = 15 students, statistics for answered questions are as follows; question one 4 out of 15 representing a percentage of 26.67%, question two only 6 out of 15 student representing 40%, question three 11 out of 15 representing a percentage of 73.33%, for question four only 1 out of 15 representing a percentage of 6.67%, question five none of the students answered, question six only 1 out of 15 students representing a percentage of 6.67% managed to answer, question seven 1 out of 15 representing a percentage of 6.67% managed to answer, question eight 11 out of 15 representing a percentage of 73.33 % got the correct answer, question nine 6 out of 15 representing a percentage 40% got the right answer, question ten only three students making a percentage of 20% answered correctly, question eleven no student managed to get it right. Preliminary results show that the undergraduate physics students perception of quantum mechanics is improved after using the research-based learning tools in the lower class level quantum mechanics courses [1]. We also build up a common conceptual survey that can help lecturers better investigate undergraduate physics students understand the concept of angular momentum in particular and quantum mechanics courses in general.