Teaching quantum information science to secondary school students with photon polarization and which-path encoding

Abstract

Research and curriculum development on quantum information science is a novel but technologically and socially significant challenge for physics education. While the debate is open on the core content, the approaches, and the strategies for addressing the need of effective instruction on the subject-matter, some indications have begun to emerge. Among them, the importance of an earlier start of education and of helping students develop not only a theoretical knowledge, but also high-level experimental skills including ideal design and conduction of experiments. Such skills are challenging to attain in existing traditional programs and may be considered inaccessible at introductory level because of the difficulties connected with qubit implementations. Here we present the design process, the structure, and a preliminary evaluation of a course for secondary school that is aimed to promote the building of a basic but integrated understanding of quantum information science, including experimental design and lab activities. The course was developed within the model of educational reconstruction, and embedded into a conceptual change framework in physics and computation. The encoding of polarization and which-path information of a photon is used to engage students in the development of a global model of logical encoding and processing, in ideal experimental design of gates and circuits, and in their implementation on the optical bench. Data show the effectiveness of the course in promoting student engagement in the modelling of gates in different encodings, in fostering an understanding of the computational role of physical setups, and a positive attitude and interest towards quantum computation and innovative teaching methods.