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Since 2014 I have taught an introductory quantum information course for general STEM majors, based on notes I am currently developing into a textbook.&amp;nbsp; I report on the structure and content of this course, and its evolution over six offerings so far.&amp;nbsp; Since its inception, this quantum information course has enrolled the majority of its students from outside the physics major (chiefly computer science and mathematics majors).&amp;nbsp; As interest in quantum information science has broadened even over the last six years, I have adjusted materials and presentation to make the course accessible to a wider audience while maintaining the vision of a rigorous and ambitious introductory course. &amp;nbsp; The current course is suitable for the motivated student with a minimal exposure to linear algebra -- matrix multiplication and calculating determinants -- and has been completed by students from all five of the Claremont Colleges as well as several high school students.

AAPT WM 21

Quantum Information for STEM Majors and Advanced High School Students

quantum physics

quantum computing

quantum information

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AAPT SM 21

Since 2014 I have taught an introductory quantum information course for general STEM majors, based on notes I am currently developing into a textbook.&nbsp; I report on the structure and content of this course, and its evolution over six offerings so far.&nbsp; Since its inception, this quantum information course has enrolled the majority of its students from outside the physics major (chiefly computer science and mathematics majors).&nbsp; As interest in quantum information science has broadened even over the last six years, I have adjusted materials and presentation to make the course accessible to a wider audience while maintaining the vision of a rigorous and ambitious introductory course. &nbsp; The current course is suitable for the motivated student with a minimal exposure to linear algebra -- matrix multiplication and calculating determinants -- and has been completed by students from all five of the Claremont Colleges as well as several high school students.

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Quantum information science (QIS) has recently exploded as a research and development focus in both academic and industry settings. In the US this growth was accelerated by the National Quantum Initiative, which I was involved in proposing. This talk describes a course on QIS I created at the University of Oregon and that has been adapted to a virtual course for other university’s use. The course uses examples quantum optics (photon physics) to introduce QIS, while introducing basic quantum mechanics using essentially no mathematics, but relying on rigorous graphical constructions of the equivalents of QM theory. For the virtual course, laboratory demonstrations were performed live by the company Qutools based in Germany, showing for example violation of the Bell inequality, verifying entanglement of photon pairs created by spontaneous parametric down conversion. The recorded lectures and demonstrations videos will be made available

Teaching Quantum Information Science to Undergraduate Science and Nonscience Students

There’s a lot of potential for quantum computers to solve problems in ways that classical computers cannot. At the heart of this potential is quantum information and the way that quantum computers manipulate data. In this session, I’ll introduce some basic concepts in quantum computing, such as quantum bits and quantum gates. I’ll demonstrate how I make these concepts concrete to the audiences I teach, through the use of small programming-based exercises. By the end of this session, you’ll be equipped with the knowledge, learning resources and software tools to help your students explore applications of quantum computing. About the Speaker: Frances Tibble is a Software Engineer at Microsoft Quantum and has a degree in Computing. She enjoys making quantum computing accessible to audiences of varying backgrounds.

Quantum Information: An Introduction to Theory & Tools for Teaching

During the period of prevention and control of COVID-19 epidemic in China , college students were unable to return to university campuses&nbsp;for study, which&nbsp;affected their physical and mental states. To change the situation, using the network communication tools and combining their home conditions, we carried out online teaching of a series of experiments in musical physics. Using&nbsp;free softwares&nbsp;like Phyphox students analyzed the musical signals and&nbsp;understood the physcal nature of timbre, consonance of combined tones, relation of modes and vibration from Chladni pattern and structural function&nbsp;of&nbsp;musical instruments they have or self-made. Except&nbsp;knowledge and skills, we also brought happiness to the students. Obviously the teaching effect were excelent. And more importantly, this is a successful attemp to merge&nbsp;Science and Art together through physics and music. We popularized the quality education in&nbsp;Science and Art in fact, which is beneficial to get the promotion.

Musical physics experiment teaching @ home in China

&nbsp;Home-base physics experiment paves an efficient way for the basic physics experimental teaching in this certain epidemic period. Designing of the heuristic multi-leveled home-base physics experiment teaching plan is essential for the guarantee of the student’s non-stop study and the teacher’s non-stop teaching while the Universities are closed, which also helps to form a teacher-student community in this special period. We should also pay attention to the educational function of the course. Heuristic experiment teaching plan relies on the positive exploration of the teacher, which discards the ritual way on the books. The fast development of International Young&nbsp;Physicists’ tournament (IYPT) in China paves the way for deeper reform of the physics experiments courses. The experimental teaching in this special period also gives us efficient indication for the construction of experiment teacher ’team, the construction of library and relative courses.

Exploration on the heuristic multi-leveled home-base physics experiment design

We generalize traditional problem-based learning (PBL) to problem driven interactive learning originated from Socrates. The aim is to teach students how to approach the unknown, by finding, posing, analyzing, and solving problems through student centered interactive learning, in which asking questions actively by students is the key point of teaching process. As a result of interactive learning, both teachers and students are satisfied with the unprecedentedly high level of learning in both their online and face-to-face high-frequency interaction.

Problem Driven Interactive Learning

During the spring semester under Covid-19, following online courses on data evaluation, three modules were offered in the “fundamental physics laboratory” for about 900 freshman students. During their study at home, students were first asked to carry out a project on single pendulum with suitable components, followed by possible improvement and a review session. In the second module, videos on 4 different labs were offered online. Students should watch the video and finish the data evaluation provided as a file. In May, students returned to the campus and finished another four labs in NORMAL teaching laboratory. During the whole semester, students had discussion with teachers and TAs in WeChat groups. A survey was carried out after the course, more than 70% of the students preferred to have labs in laboratory. More detailed results from the survey, as well as hints for teaching lab improvement, will be reported in this talk.

Evaluation the Learning Experience of Lab Courses During the Pandemic

The standardization for the general projects in the courses of college physical experiments can help constructing and improving the teaching of college physical experiments in different type of universities and colleges. The standardization for each project consists of scientific background, the multi-level experimental tasks (including basic, enhanced, advanced and challenge), ability training, knowledge tips, connecting subject, and subsequent and extended experiments et al. Each university/college can choose different experiment based on their characteristics and assemble different tasks from same project for students with different subject and class hours each experiment. This work will introduce the progress of the college physical experimental standardization in China. &nbsp;

College Physical Experimental Standardization in China

This talk will discuss the &nbsp;first steps of the NSF-funded development of a new type of active-learning introductory physics curriculum – one directed for pre-health students, integrated with multiple, appropriately-placed videos by biomedical professionals and geared toward a study of the relevance of biomedical applications of physics. Curriculum is designed to fill two main needs:&nbsp; 1) provide students with an introductory biomedically related curriculum that stresses the importance of physics as a basic science relevant to medicine, and 2) provide faculty unfamiliar with biomedically related interdisciplinary content with a coherent active-learning physics curriculum that can be implemented in multiple educational environments. To research transferability, implementation is being conducted in introductory physics classrooms at both a small, liberal arts university and a large public university and will be assessed for student content learning and attitudes toward learning physics.&nbsp; All developed curriculum will be contributed to the Living Physics Portal.

Development of an Active-Learning, Multimedia, Biomedically-Relevant Introductory Physics Curriculum

The use of a biomedically relevant active-learning curriculum for pre-health introductory physics has the potential to increase students’ engagement with the curriculum by relating physics concepts to their future career interests. My focus in this talk will be on the development of learning activities and assessment questions to support active-learning in an NSF grant-funded biomedically relevant physics curriculum, initial implementation of the mechanics curriculum in a studio-style classroom, and the benefit of this work to my pedagogical growth in teaching physics. I will provide insight into the implementation of this curriculum, informal assessment of students’ attitudes toward the curriculum, and how I have adapted it to a hybrid classroom during the pandemic, demonstrating curricular flexibility for student and faculty use both in and out of the classroom.&nbsp;

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