Piloting a full-year, optics-based high school course on quantum computing

TL;DR

This paper describes the development and pilot of a full-year high school quantum computing course using optics, highlighting pedagogical insights and the effectiveness of visual, optics-based teaching methods for student understanding.

Contribution

It introduces the first comprehensive high school quantum computing course utilizing optics, providing practical lessons for secondary education and demonstrating effective teaching strategies.

Findings

Optics-based representations aid understanding of quantum states.

Preliminary exploration of optical phenomena enhances mastery.

Course development offers a model for high school quantum education.

Abstract

Quantum computing was once regarded as a mere theoretical possibility, but recent advances in engineering and materials science have brought practical quantum computers closer to reality. Currently, representatives from industry, academia, and governments across the world are working to build the educational structures needed to produce the quantum workforce of the future. Less attention has been paid to growing quantum computing capacity at the high school level. This article details work at The University of Texas at Austin to develop and pilot the first full-year high school quantum computing class. Over the course of two years, researchers and practitioners involved with the project learned several pedagogical and practical lessons that can be helpful for quantum computing course design and implementation at the secondary level. In particular, we find that the use of classical optics provides a clear and accessible avenue for representing quantum states and gate operators and facilitates both learning and the transfer of knowledge to other Science, Technology, and Engineering (STEM) skills. Furthermore, students found that exploring quantum optical phenomena prior to the introduction of mathematical models helped in the understanding and mastery of the material.