Improving undergraduate education to prepare the quantum-enabled workforce in quantum sensing
Abstract
We are amidst the second quantum revolution, where quantum objects can be individually measured, manipulated, and controlled. It is believed that this new found capacity will usher in a novel set of quantum-based technologies that have the potential to be disruptive. One of the earliest examples is the global positioning system, which uses atomic clocks at the core of its technology. This has led to the development of a new field of quantum mechanics, known as quantum information science (QIS). QIS has three pillars-quantum computing, quantum communication, and quantum sensing. The US Government has recognized that we need to develop a dynamic and diverse quantum-enabled workforce for this second quantum revolution (1) Doing so, requires one to create robust and effective educational materials that can help train this emerging workforce. While many initiatives have been focused on quantum computing and quantum communication training, limited work has been done in quantum sensing. This work is designed to fill that gap. Georgetown University has already launched a suite of three courses that are available via edX to a wide group of students- Quantum Mechanics for Everyone; Mathematical and Computational Methods; and Quantum Mechanics. The first is designed for students who have finished the junior year in high school, while the remaining two form the core of a concentration on the foundations of quantum sensing. These courses have been developed using a new paradigm for quantum education, where we focus first on the conceptual quantum-mechanical ideas of superposition, entanglement, tagging, measurement, and complementarity. Then, we develop the formal theory with an operator-first approach that emphasizes algebraic skills and a representation-independent formalism (as opposed to a coordinate-space approach using differential equations and position-space wavefunctions). This lighter cognitive load allows us to present far more experiments during the course, and the focus on different measurements creates the foundations for the quantum sensing pillar of QIS. The course development was informed by education research, but it is not yet an evidence-based curriculum. We propose to study the role of abstraction in this novel pedagogical approach through analysis of learner responses to formative assessment items and via interviews. Our initial analysis has shown that students are successfully learning to explain and predict abstract quantum phenomena. However, we need to better understand how students are building mental models and how stable those models are across contexts. Mechanistic reasoning is a common strategy used by students and we plan to investigate its functionality in building and refining mental models of quantum concepts. This analysis will allow us to identify effective aspects of the curriculum. The Air Force interest in this work revolves around the importance of quantum sensing in next-generation aircraft and in having a well-trained workforce that can contribute to quantum sensing applications that benefit the Air Force. Completion of this proposed work pushes us closer to achieving that goal.
Document Details
- Document Type
- DoD Grant Award
- Publication Date
- Feb 06, 2025
- Source ID
- FA95502410292
Entities
People
- James K. Freericks
Organizations
- Air Force Office of Scientific Research
- Georgetown University
- United States Air Force