Abstract We have developed an activity using simulation hardware called the Quantum Teleportation & Superdense Coding toolkit. The toolkit contains classical electronic components, such as circuit boards and cables, that mimic the behaviour of quantum gates. The activity was designed to be accessible to upper-secondary school students who are not familiar with the mathematical formalism often used for teaching quantum mechanics. Groups of upper-secondary school students that have visited our university during outreach initiatives have participated in the activities, and we report on our experiences of introducing the toolkit for this group of students.
Abstract We have developed an activity using simulation hardware called the Quantum Teleportation & Superdense Coding toolkit. The toolkit contains classical electronic components, such as circuit boards and cables, that mimic the behaviour of quantum gates. The activity was designed to be accessible to upper-secondary school students who are not familiar with the mathematical formalism often used for teaching quantum mechanics. Groups of upper-secondary school students that have visited our university during outreach initiatives have participated in the activities, and we report on our experiences of introducing the toolkit for this group of students.
Abstract Quantum entanglement (QE) remains a challenging concept to teach and visualise due to its microscopic and non-classical nature. We present innovative educational demonstration material consisting of electronic dice that simulate the properties of QE through haptic interaction. The system uses displays, orientation sensors, and wireless communication to visualise key quantum mechanical principles such as superposition, measurement, and entanglement correlations. This analogy enables students to experience quantum phenomena through familiar objects, making abstract concepts more tangible. The dice support various educational scenarios, from basic entanglement demonstrations to more complex quantum key distribution experiments, and can be adapted for different educational levels from secondary school to undergraduate physics courses. Initial implementations demonstrate that the interactive nature of the quantum dice can help users develop an intuitive understanding of quantum mechanical principles. The low-cost, open source, and robust design makes quantum dice accessible to a wider range of educational institutions.
We present a simple, accessible, yet rigorous outreach/educational program focused on quantum information science and technology for high-school and early undergraduate students. This program allows students to perform meaningful hands-on calculations with quantum circuits and algorithms, without requiring knowledge of advanced mathematics. A combination of pen-and-paper exercises and IBM Q simulations helps students understand the structure of quantum gates and circuits, as well as the principles of superposition, entanglement, and measurement in quantum mechanics.
Abstract This laboratory work presents a practical implementation of quantum teleportation and superdense coding using the Qiskit framework. The material is based on educational resources developed by the International Quantum Center at CERN (Switzerland) and is designed to provide hands-on experience with multi-qubit quantum protocols and hybrid quantum-classical workflows. In Laboratory Work No. 5, participants implement the quantum teleportation protocol step by step. The procedure begins with the preparation of a randomly generated qubit by directly assigning complex probability amplitudes. The state vector is normalized to ensure physical validity, defining the amplitudes corresponding to the computational basis states ∣0⟩|0\rangle∣0⟩ and ∣1⟩|1\rangle∣1⟩. Once the qubit is prepared for teleportation, an entangled Bell pair is generated to establish a shared quantum channel between two parties, conventionally referred to as Alice and Bob. The protocol proceeds with joint operations and measurement of two classical bits on Alice’s side. The measurement outcomes determine conditional unitary corrections applied to Bob’s qubit, enabling the reconstruction of the original quantum state without physically transmitting the qubit itself. The laboratory exercise includes the construction of a circuit with separate quantum registers and classical bits, explicit amplitude assignment for Alice’s qubit, and verification of successful state transfer through measurement statistics. In addition to teleportation, the conceptual framework of superdense coding is discussed as a complementary protocol demonstrating how entanglement enhances classical information capacity. Together, these experiments illustrate the operational role of entanglement as a quantum communication resource. The guide emphasizes practical circuit design, normalization of quantum states, entanglement generation, conditional gate operations, and execution on both simulators and real quantum hardware. Through this laboratory work, participants gain experimental insight into two cornerstone protocols of quantum information science.
The evolution of quantum computing has created a pressing need to rethink how we introduce fundamental concepts in quantum mechanics and computation in education. Traditional classroom methods, based on classical teaching and theoretical ideas, often fail to effectively convey the unpredictable and strange nature of quantum systems. Simulating quantum environments offers a powerful strategy. It makes quantum principles more accessible, interactive, and engaging for learners at various educational levels. These simulated platforms, which include visual circuit builders and programmable virtual quantum computers, allow students to explore qubits, entanglement, and quantum gates without needing costly or experimental quantum hardware. This chapter examines the role of simulated quantum environments in reshaping STEM education, particularly in secondary and higher education. It starts by discussing the theoretical challenges of teaching quantum concepts, pointing out the limitations of classical analogies and rote calculations in promoting real understanding. Simulation tools help address these issues by providing hands-on, inquiry-based learning.
Quantum computing is a rapidly evolving field with transformative implications across domains such as cryptography, optimisation, materials science, drug discovery, and artificial intelligence. However, for quantum computing to reach its full potential, it must be accessible to researchers, engineers, and students from a wide variety of disciplinary backgrounds-many of whom may not have formal training in quantum mechanics or advanced physics. Analogies are powerful tools for bridging these gaps in understanding, particularly when introducing complex and unintuitive concepts like superposition, entanglement, or quantum interference. Yet analogies are often used spontaneously and without critical analysis, which can lead to misconceptions or inconsistent interpretations across fields. This tutorial introduces a structured approach-structure mapping-for evaluating, refining, and co-creating analogies for quantum education. Through collaborative activities, participants will learn to identify where analogies succeed or fail, explore analogies from other disciplines, and gain tools for making quantum ideas more accessible to non-experts. This is particularly valuable for postgraduate educators, curriculum designers, outreach specialists, and researchers working in interdisciplinary quantum projects. By the end of the tutorial, participants will have gained practical skills in analogy evaluation, a toolkit for effective communication of quantum concepts, and a shared vocabulary to enhance interdisciplinary collaboration.
Background and purpose of the study The rise of quantum technologies necessitates integrating foundational quantum mechanics (QM) concepts into secondary education. However, inherently abstract phenomena like quantum entanglement pose significant pedagogical challenges, as traditional formalism-based approaches are often inaccessible. This study introduces and delineates an innovative, scaffolded pedagogical model designed to foster robust conceptual understanding of entanglement in secondary STEM education, moving beyond reliance on mathematical formalism. The proposed pedagogical model The presented contribution is a detailed pedagogical sequence following a deliberate learning trajectory. It begins with a tangible analogy (magnetic interactions) as a conceptual anchor for correlation, then transitions to computational tools (Bloch sphere visualization, Qiskit simulations). These tools facilitate exploration of quantum concepts weakly addressed by the analogy (e.g., superposition) and allow more authentic engagement with quantum behavior. Underpinned by constructivism, cognitive load theory, and QM education research, the model strategically repurposes the analogy’s limitations as pedagogical opportunities to introduce and contrast key quantum features like non-locality and superposition with classical intuition. The sequence integrates exploration, guided use of representations, and critical comparative discussion. Conclusions and potential implications This paper provides a theoretically grounded pedagogical model for introducing quantum entanglement in secondary STEM education, combining tangible and computational tools in a scaffolded manner. The approach offers potential advantages over traditional methods by providing concrete starting points and explicitly using classical limitations to illuminate quantum principles. While promising, rigorous empirical validation is the essential next step. Future research should investigate the model’s effectiveness in authentic classroom settings, informing curriculum design and teacher development for incorporating QM into secondary STEM.