This activity was designed for a quantum information science and technology program for precollege students in grades 10-12. Students learned about interference and polarization and applied this knowledge to Mach-Zehnder interferometer (MZI) demonstrations, discussions, and an activity predicting photon behavior. Horizontal and vertical polarizers in the MZI paths served as tags that provided which-way information about the path taken by  photons, thus preventing interference in the two output ports. An additional polarizer oriented diagonally re-established  interference, with transmitted photons from both pathways having the same diagonal polarization. One the level of a single photon, which-way information is deprived and the photon interferes with itself. An MZI on an optical breadboard with commercial components featured two 50:50 beamsplitters and two mirrors. The incident laser beam was split into two paths and recombined. Students predicted, tested, and discussed the behavior of light with polarizers in various orientations, conceptualizing the transition from a laser beam to the behavior of a single photon. They sketched the predicted paths of light through a series of filters and explained how and why the pattern changed with the addition of polarizers in different configurations. This activity served as a scaffold for students to apply interference and polarization concepts to quantum computing.

A college credit-bearing course was developed for pre-college students.  The course included hands-on experiments covering quantum fundamentals, optics, spin, entanglement, and quantum computing, including programming.  Systems studied were modeled in 2-D discrete bases to keep mathematical complexity to simple linear algebra.  A guest lecture by a quantum engineer at a quantum computing company allowed the students to learn about various physical implementations, the current status of the field, and the roadmap to move the field forward.  The primary goals of the course were to get more students interested in preparing for quantum information-related careers, and to show them the engineering challenges facing current quantum systems to advance which will require more workers at all levels from BS to PhD.  The course was developed in part based on information and discussions from a 2021 NSF-funded Quantum Undergraduate Education and Scientific Training (QUEST) program and a subsequent Faculty Online Learning Community (FOLC).  Based on lessons learned from the first offering of the course in summer 2024, revisions for the next offering are being developed.  It is ultimately planned to develop an undergraduate track for our physics majors to further the goals of the project.

This activity was designed as part of a 25-hour quantum information science and technology program for precollege students in grades 10-12. Students learned about differentiating classical wave behavior and quantum mechanics and applied this knowledge to test Bell’s inequality with IBM Composer. The original experiment utilized a pair of entangled particles that traveled through polarized filters to detectors. The probability of the particles hitting these detectors in different orientations can then be famously calculated to a value close to 2⎷2, when classically, this calculation should only have a maximum of 2. This laboratory activity is typically reserved for older students due to costly resources such as high-energy lasers, polarization lenses, and photoreceptors. However, IBM Composer —an online circuit editor that connects students directly to one of many quantum computers around the world— may be used to simulate actual entangled particles. Discussion of the practical lab setup, data collection, and analysis provided students with an opportunity to engage with the concepts from a new perspective. By the end of this lab, students familiarized themselves with the tools of IBM Composer by simulating entangled particles and creating circuits to measure and calculate Bell’s inequality.

In this presentation we show how the Infinite Square Well can be used to teach high school students’ important concepts in quantum mechanics. A classical particle moving in this potential can be found at a specific position at a specific time. The position of a quantum mechanical particle on the other hand is invariant with time and the probability distribution of this particle for a certain energy is similar in shape to waves on a string. Thus, the square well gives results that students have encountered in different contexts. Other differences between the classical and the quantum mechanical treatment include specific energies for the quantum mechanical particle. Also, by plotting the wave functions students will realize that they are orthogonal to each other. If the particle is close to absolute zero then the particles will be in the lowest energy state. A laser can be used to excite the particle to another energy level thus generating a qubit.     

In this talk, we explore recent initiatives at Middle Tennessee State University (MTSU), an emerging R2 institution, aimed at training the workforce for the second quantum revolution. We highlight the NSF-funded ExpandQISE program, which is designed to educate a diverse group of students in quantum information science (QIS) and prepare them for future career opportunities in this rapidly growing field. We will discuss the development of new academic programs, including a QIS concentration within the physics curriculum, outreach efforts through high school summer camps, and 'train the trainer' workshops to build capacity in quantum education. These initiatives collectively aim to broaden the understanding of QIS across different education levels and communities, fostering the next generation of quantum professionals.