During the teaching process, if the teacher could take the frontier application of science and technology as the traction, explain the principles of cutting-edge scientific and technological progress in the language of college physics, and shorten the distance between basic courses and cutting-edge applications, the students' interest in learning physics will be promoted and their understanding of basic physics principles will be deepen. Taking quantum key distribution as an example, this paper explains the basic principle of the classical BB84 scheme with the polarization content in college physics, and expounds the actual implementation of this scheme, aiming to show that there is a considerable distance between the theoretical scheme and the actual implementation. In order to stimulate students' interest and enthusiasm for active exploration, the latest research progress and current main research directions in the field of quantum communication are also introduced. This is a pioneering attempt to bridge the fundamental physics theory and frontier technolies, which is worth promoting in college physics teaching in the context of emerging engineering education.
During the teaching process, if the teacher could take the frontier application of science and technology as the traction, explain the principles of cutting-edge scientific and technological progress in the language of college physics, and shorten the distance between basic courses and cutting-edge applications, the students' interest in learning physics will be promoted and their understanding of basic physics principles will be deepen. Taking quantum key distribution as an example, this paper explains the basic principle of the classical BB84 scheme with the polarization content in college physics, and expounds the actual implementation of this scheme, aiming to show that there is a considerable distance between the theoretical scheme and the actual implementation. In order to stimulate students' interest and enthusiasm for active exploration, the latest research progress and current main research directions in the field of quantum communication are also introduced. This is a pioneering attempt to bridge the fundamental physics theory and frontier technolies, which is worth promoting in college physics teaching in the context of emerging engineering education.
Using quantum weak measurement technology, the very weak interaction can cause significant observation effects. It plays important roles in observing the extreme weak physical effect, quantum parameter estimation, quantum state tomography and so on. It has become a research hotspot in the field of quantum measurement. Based on the Stern-Gerlach experiment as the starting point, this paper explains the physical image of quantum weak measurement by using the knowledge of elementary quantum mechanics, and further introduces the frontier development of related fields. This paper can deepen physics teachers' understanding of quantum weak measurement, which is a frontier physical problem, and also help students to establish a clear physical image. The introduction of cutting-edge technology in the teaching process also helps to stimulate students' interest and enthusiasm for active exploration and further research. This paper aims to build a bridge between basic physics principles and high-tech, which is beneficial for college physics teachers to broaden scientific thoughts and enhance academic taste.
Abstract Quantum technologies rely on superposition and entanglement, concepts that challenge classical physics and provide a rich context for teaching. In this paper, we report on a course for high school teachers that focused on quantum cryptography, one of the most mature quantum technologies. The course aims to provide teachers with an innovative approach to introducing quantum physics at the high-school level, showcasing quantum cryptography as a compelling example of how modern technology exploits fundamental principles of quantum theory. The course covers quantum mechanics, light polarization, and the BB84 quantum key distribution protocol through theoretical and experimental sessions by integrating formal and informal approaches exploiting lectures, online simulations (QuVis) and hands-on laboratory activities (using Thorlabs Quantum Cryptography Demonstration Kit). In addition, a card game, originally developed as a public outreach tool, was introduced to interactively perform the BB84 protocol. Feedback from teachers confirmed the feasibility of integrating these concepts into curricula to promote quantum literacy and engagement in secondary education.
Quantum information science and engineering (QISE) is rapidly emerging as a critical field, requiring scientists and engineers with specialized knowledge in quantum technologies.To help address this need, we organized a three-week summer workshop for incoming college freshmen, introducing them to foundational topics in calculus, physics, and programming.Within the physics portion of the program, students explored quantum mechanics and worked specifically on understanding the BB84 quantum key distribution (QKD) protocol.This manuscript focuses on our experience teaching the BB84 QKD protocol, describing what worked well, the challenges we faced, and the lessons we learned.We share successes, obstacles, and strategies for future iterations to improve educational outcomes related to this critical aspect of quantum science.
Investments in quantum technologies, which are based on the effects of quantum mechanics, have escalated in recent years, with big players such as IBM, Google, and Microsoft engaging in the race for quantum supremacy. Some potential benefits of this cutting-edge technology include developing new drugs and materials through accurate molecule simulation, establishing more secure and reliable communication channels, and finding faster solutions for complex optimization problems. As quantum technologies evolve, however, the demand for new software, interfaces, and end-to-end systems to properly program and explore the advantages of quantum mechanics becomes paramount. This requires engineers, especially software engineers, and computer scientists, to have multidisciplinary knowledge and skills. Unfortunately, introductory quantum computing and technologies courses are mostly available in physics, and most engineering and computer science courses do not have modules on quantum physics, leading to a talent gap in the current job market. Therefore, this paper proposes a short teaching plan for introducing quantum computing to students with a more technology-based background, such as computer science and engineering students. This plan uses active learning methodologies, such as Challege-Based Teaching, to better engage these students and contextualize the many applications of this new technology. The initial teaching plan consists of a 3-hour seminar introducing the main quantum mechanics concepts and the technology applications, a 3-hour introduction to the math fundamentals and quantum logic gates, and a 3-hour handson workshop using the IBM Qiskit platform. Two versions of this plan were executed in two different moments: (1) a one-day event open to undergraduate students from different institutions and backgrounds, and (2) a 3-day internal training course for computer science and information technology management undergraduate students from our higher education institution. Data was collected during both events through online forms and interviews to measure the learning outcomes of the produced material and better understand the public interest in the field. The results identified key elements for better teaching quantum computing for computer scientists and engineers, providing guidelines for developing a more extensive and term-long teaching plan for undergraduate technology courses.
With the continuous advancement of quantum communication technology, the public's interest in quantum mechanics and quantum communication has been steadily increasing. However, due to the general level of knowledge and misleading popular science videos on the internet, there are significant misconceptions regarding the understanding of quantum mechanics and quantum communication technology. This study aims to enhance readers' understanding of this field by providing an accessible introduction to the fundamentals of quantum mechanics and quantum communication. This paper starts by elaborating on the basic concepts of quantum mechanics, such as wave function, eigenvalues and eigenfunctions of observables, and the superposition of eigenstates. Then, taking polarization of light as an example, the fundamental principles of quantum mechanics are explained. Subsequently, through the examples of the BB84 and B92 protocols, the working principles of quantum communication and its advantage of being secure against eavesdropping are explained. Finally, an overview of the current status and technological challenges faced by quantum communication technology is provided. It is our expectation that readers, after reading this paper, will enhance their understanding of the theoretical foundations of quantum mechanics and quantum communication, thereby avoiding being misled by erroneous information from the internet and real-life sources.
Quantum information is a new subject produced by the cross integration of quantum physics and information technology, mainly including quantum communication, quantum computing and quantum metrology. In recent years, quantum information technologies such as quantum cryptography and quantum computing have developed rapidly. Under this background, some universities have set up a professional elective course of quantum information for undergraduates majoring in cyberspace security. This course mainly introduces students to quantum information related to cyberspace security, such as quantum key distribution, quantum cryptographic algorithm, quantum computing algorithm and quantum computer. This paper combs and summarizes the teaching experience of quantum information course group from the perspectives of teaching and learning. On the one hand, it discusses how teachers organize teaching effectively. According to the characteristics of undergraduates majoring in cyberspace security, teacher need to set clear teaching objectives, carefully choose teaching contents, compile appropriate teaching materials, select appropriate teaching methods and make exquisite teaching slides. At the same time, when implementing classroom teaching, teacher need to pay attention to teach the course from the perspective of cyberspace security and integrate the latest research results of quantum information into classroom teaching in real time. On the other hand, it discusses how teachers help students learn quantum information course well. Teachers should focus on visualizing the abstract theory, helping students build their own quantum information knowledge system and improve their learning enthusiasm. The teaching experience has certain reference significance for the teaching and curriculum construction of quantum information.