Research-based QIS instructional resources to support faculty, including those new to these topics, aiming to incorporate more active learning elements in their classes.
We have materials for two different audiences, depending on the type of course you teach:
QM Course: Are you teaching quantum mechanics in a physics department to (mostly) majors, and want to add a short unit on quantum information (e.g. quantum computing or cryptography) within your course?

And: if you teach undergraduate quantum mechanics to physics students and are looking for a suite of student-centered materials to help you with the entire QM course, please visit our Adaptable curricular materials for Quantum Mechanics site.
Who is this for? An instructor teaching Quantum Mechanics who would like to add some quantum information science topics to their physics course. These materials are suitable for faculty new to these topics.
Topics:
Qubits, Quantum Gates, and Teleportation(1 week module)
Entanglement and EPR(1 week module)
Quantum Cryptography(1 day module)
What materials are included in each module? Tutorials (online and paper versions), homework questions, exam questions, clicker questions (concept tests), and lecture notes for faculty.
When should I use each module in my class? Each is standalone - materials can be taught without any prerequisite material from the other modules. You can find examples of how other instructors have used these modules in the FAQ for each module topic.
Topics included in this module: an introduction to some "spooky" aspects of quantum mechanics arising from 2-particle entanglement. We work in the context set up by Einstein, Podolsky and Rosen, the so-called "EPR Paradox," and conclude with an example of a Bell inequality and an experimental test for hidden variables.
Timing: In our courses, this module takes 1 week to cover.
Prerequisite Knowledge: Before ERP and Entangled States tutorial, we recommend lecture coverage of EPR, entanglement, and Bell states (e.g., Ch 4.1 of McIntyre)
Materials
This module includes:
We have developed an online tutorial that students can complete in class (alone or in groups) or at home. The tutorial is hosted on our website AcePhysics.net/QIS. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net. It is also available in printable form in the next section.
Our classroom implementations of these materials, with our lecture notes and the set of clicker questions, homework, and exam questions we used are found in the "DOWNLOAD ALL" zip file below.
Notes for Faculty: Content to get started and tips for teaching
We have written brief notes on the topics in this module that are intended for faculty adopters.
Browse below, or download all as a single pdf file (see Materials Download section below).
The experimental context for this module is a gedanken experiment (since realized in the lab) building on ideas from Einstein, and outlined by David Mermin in a 1985 Physics Today article: "Is the Moon There when Nobody Looks?" It is described in the language of 2-particle entangled states of spin-1/2 objects. The setup is designed so two distant observers make simultaneous measurements on their particles (each part of an entangled pair), and the correlations of outcomes they measure would lead Einstein (or anyone believing that widely separated particles cannot influence each other) to argue that the measurable physical properties (outcomes) must already be there BEFORE a measurement is made. Einstein, Podolsky, and Rosen called these "elements of reality." We now know that experiments disagree with this - and indeed, the non-classical outcomes seem to imply "spooky action at a distance."
Prerequisites for students:
The required formalism is largely described in the sections below, but to follow the notation, students need to have some prerequisite skills, including familiarity with Dirac notation for single-particle states, e.g. $\ket{+}$ for a spin-up state (in the Z-basis). (Through this section, we may casually switch notations e.g. to $\ket{\uparrow}$ or $\ket{0}$, if this makes a particular question easier to state or discuss.)
In the downloadable lecture notes, we make use of a setup where measurement of a spin-1/2 object can be made along an arbitrary axis pointing in the $\hat{n}$ direction. We work with measurements constrained to the x-z plane. Students are thus expected to know the following (and if not, you will need to teach this before this unit):
Physicists continue to debate "interpretation" of quantum states, but this broader module is designed to introduce students to Bell tests and to present the experimental evidence that shows entangled states do not imply "local hidden variables" (or what Einstein called "elements of reality" in his EPR paper).
We thus begin our unit on entanglement (leading to an understanding of the EPR paradox) with a brief discussion of how one interprets a superposition state as philosophically distinct from a mixed state. We do not go into the mathematics of mixed states, as it is not needed for our discussion.
Both superposition and mixed states yield definite probabilities for measurement outcomes, but they are not the same: superposition states contain relative phase information which can lead to distinct experimental outcomes. (In a very simplistic way, one might say that a superposition is "this AND that" while a mixed state is "this OR that" with given probabilities. )
This section is also a good time to talk about the different language you are using to describe different states and what is interpretation vs experimental outcome.
To talk about entanglement, we need to introduce the notation for referring to two particles. We use the tensor product ($\otimes$) to 'join' two states (and also to join two Hilbert spaces).
The state $\ket{0} \otimes \ket{1} = \ket{01}$ (note that we often suppress the $\otimes$ symbol) is a two-particle state where the first particle is in the state $\ket{0}$ and the second particle is in the state $\ket{1}$.
Two-particle states that can be written as $\ket{\psi} \otimes \ket{\phi}$ are straightforward. For example, we can have $\frac{1}{\sqrt{2}} ( \ket{0} - \ket{1}) \otimes \frac{1}{\sqrt{3}}(\ket{0} + \sqrt{2} \ket{1})$ that can be expanded out as $\frac{1}{\sqrt{6}} ( \ket{00} + \sqrt{2}\ket{01} - \ket{10} - \sqrt{2} \ket{11})$.
Entangled states are defined as states that CANNOT be written as $\ket{\psi} \otimes \ket{\phi}$.
An example of an entangled state is $\frac{1}{\sqrt{2}} (\ket{00} + \ket{11})$. The example concept tests below help show the weirdness of entangled states.
Consider an experiment with a spin-0 source producing pairs of spin-1/2 particles in quantum state $\ket{\psi} = \frac{1}{\sqrt{2}}(\ket{+-} - \ket{-+})$. This state (or equivalently, simply the fact that we start with a spin-0 system and must conserve total angular momentum) ensures that any measurement by observer #1 of the component of spin along any given direction will be perfectly anticorrelated with a measurement by observer #2 in the same direction.
How can we explain such perfect anticorrelation for well-separated observers?
A natural idea is that the particles must carry with them information about what outcome will be measured from the state. This is referred to as "local hidden variables". Einstein argued in his 1935 EPR paper that such information (or "elements of reality") must exist in order to explain perfect anticorrelations if the observers are very far apart. Otherwise, such anticorrelation would have to be an (absurd?) "spooky action at a distance".
In a highly simplified Gedanken experiment, as shown below, the observers agree to make only one of 3 choices for axis direction, axes $\hat{a}$, $\hat{b}$, or $\hat{c}$, oriented $120^{\circ}$ apart (all in the plane of the page.) The decision of what direction to measure along is made randomly, at the same time, immediately before the measurement. This is done to ensure that observers #1 and #2 cannot communicate to each other what their measurement direction choices are.

(Note: directions ($\hat{a}$, $\hat{b}$, $\hat{c}$) all lie in the plane of the page, it is easy to incorrectly misinterpret the diagram above as showing 3-D right handed coordinates)
The existence of local hidden variables would mean that each particle carries an instruction set of what would be measured along any of these three direction choices. In this experiment, with $\ket{\psi} = \frac{1}{\sqrt{2}}(\ket{+-} - \ket{-+})$, the two particles must have "opposite" instruction sets to ensure perfect anticorrelation. These hidden variables need to exist before any measurement is made and include instructions for measurements along all measurement directions.
The experiment repeats many times, and the outcome ($+$ or $-$) for each particle is recorded (but not the axis of measurement). We compute the probability after many trials that the two observers record the SAME outcome (both $+$ or both $-$). By enumerating all possibilities, we quickly establish that Prob(same) $\le$ 4/9, no matter what the distribution of "hidden instruction sets" might be. This is a Bell inequality; it arises simply from counting. It must hold for any local hidden-variable theory.
More details are found in the next section and our downloadable notes.
References: The original EPR paper is quite readable (Phys. Rev. 47, 777 (1935)), but we find the suggested experimental context of position and momentum harder for our students than the spin version. The setup we use follows Mermin's (excellent) paper "Is the moon there when nobody looks?"
The previous section on Hidden Variables set up an example of a "Bell test." An initial 2-particle state $\ket{\psi} = \frac{1}{\sqrt{2}}(\ket{+-} - \ket{-+})$ is created, and well-separated observers Alice and Bob each measure one of the two particles. They choose to measure spin along one of three randomly-selected axes, $120^{\circ}$ apart. Each individual measurement is recorded only as $+$ or $-$ (they do not record the axis measured). After many measurements, they compare outcomes and determine Probability(same outcome).
A quantum calculation begins by computing Prob($++$) in the special case that observer #1 measures in the z-direction, and observer #2 is in any of the (three) $\hat{n}$ directions:
$Prob(\#1 \ is\ +\hat{z}, \#2\ is +\hat{n}) = |\ \bra{+}\ \bra{+_n}\ \ket{\psi}\ |^2$
Using $\ket{+_n} = \cos{\theta/2}\ket{+} + \sin{\theta/2} \ket{-}$, we find this probability is $\frac{1}{2}\sin^2{\theta/2}$ (see lecture notes for more details) Adding Prob(--) = Prob(++), we get (for this situation):
Prob(same) = $\sin^2{\theta/2}$ .
Averaging over the other possibilities for measurement combinations (e.g. that $\hat{n}$ can be oriented at $\theta = 0, \pm 120^{\circ}$ with equal likelihood), we conclude Prob(same) = 0.5
This outcome has been well-tested experimentally. This violation of the "Bell inequality" (Prob(Same) $\le$ 4/9) experimentally validates quantum theory and is explicitly inconsistent with local hidden variable theories.
Reference:
"Significant-Loophole-Free Test of Bell’s Theorem with Entangled Photons ", Marissa Giustina et al., Phys. Rev. Lett. 115, 250401 (2015)
FAQs
Can I edit the materials to make them better fit my course?
Yes, please edit the materials. We do not intend for the materials to be used wholly as written. Rather, they form a complete set that a faculty member can pick and choose from as it fits their schedule, the material already taught, and the interests of both the faculty member and student.
When do I use this module in my course?
Steven Pollock teaches at research-intensive public institution and uses these materials in junior or senior-level undergraduate quantum mechanics courses, which currently all follow a spins-first curriculum (using McIntyre's Quantum Mechanics textbook.)
He teaches entanglement and EPR midway through the first semester (this is largely following McIntyre's Chapter 4 treatment)
Gina Passante teaches at a primarily undergraduate, large, Hispanic-serving institution and use these materials in several of her quantum mechanics courses at the undergraduate and master's levels.
She teaches an introduction to entanglement and a conversation of "spooky action at a distance" when she teaches the "qubits, quantum gates, and teleportation" material. But the discussion about the EPR paradox and the Bell inequalities is taught at the master's level.
What if I need help implementing active learning in my class?
Physport.org has some short guides to help you facilitate in-class tutorials, as well as to help you implement clicker questions in lectures effectively.
Is there research published about using these materials?
Yes, our AJP paper gives more information on how we implement these types of materials in our upper-division classes.
Who is this for? These materials are for anyone teaching an introductory (first course in) quantum computing or quantum information science.
Why did we create these materials?
Why these topics? We focus on just a few fundamental ideas in QIS. Some students may find these materials too easy, while others may find them too hard. That is exactly the reason for their existence! The goal is to provide students with deep conceptual practice, allowing all students to reach a level of understanding that will set the foundation for future QIS learning.
What will you find here?
Introduction to Quantum Gates
Content: Superposition states, single-qubit gates (X, Z, H, and I), Dirac and matrix notation, measurement probabilities, and single-qubit X, Z, H, and I gates.
Prerequisite knowledge: None. However, previous classroom introduction to basic ideas and notation of quantum states (including Dirac and matrix notation) is useful.
Faculty notes: Content to get started and tips for teaching.
If computers that you build are quantum
then spies everywhere will all want ‘em.
Our codes will all fail
and they’ll read our email,
till we get crypto that’s quantum, and daunt ‘em
- Jennifer and Peter Shor
This first subunit involves a brief introduction to QIS: quantum information science. An introduction to the big ideas of quantum information and quantum computing serves to motivate the upcoming topics. Some discussion of the "hype" vs realities of QIS might be in order here. A little background in classical computers may be relevant (note that some are discussed in the "Parts of a computer" section below)
Classical computers store, process, and manipulate bits (characterized abstractly as 0 or 1). Current optimal algorithms for factoring large numbers take time that grows exponentially with the size of the number to be factored, and current commercial encryption takes advantage of that fact. If one were to have functioning quantum computers that could store and manipulate quantum bits (i.e., superpositions of 0 and 1 - which we will discuss shortly), there exists an algorithm (Shor's) that could "decrypt" current common protocols exponentially faster. This has generated excitement and hype, and there are major efforts in industry and academia to construct such machines and develop new algorithms. A key aspect of quantum computing is the concept of "basis size" - for a 4-bit quantum computer, a given stored qubit can be a superposition of up to $2^4 = 16$ basis states. In some sense, this represents exponentially more information in a single qubit than the 4 bits a classical computer stores.
This is a (brief) introduction to qubits (including Dirac notation) and superposition. For students with a with a physics background, this is intended to make the quick shift from more general quantum observables to 0's and 1's.
Bits in a computer (or, as we’ll refer to them, classical bits in a classical computer) are 0 or 1. The distinction between a bit and a quantum bit, or qubit, is that a qubit can be in 0, 1, or a superposition of 0 and 1.
If you measure a qubit, it can only have one of two different values: 0 or 1 (just like a classical bit). But before measurement, it can exist in a superposition of 0 and 1.
Mathematically, we write $ | 0 \rangle = \begin{pmatrix} 1 \\ 0 \end{pmatrix}$ and $ | 1 \rangle = \begin{pmatrix} 0 \\ 1 \end{pmatrix}.$
These qubit states form a basis in the two-dimensional Hilbert space (complex vector space). A key difference between the discussion of measurement in quantum computing vs other areas of quantum mechanics is that we do not discuss observables but rather only talk about measuring a “0” or a “1”. In contrast, if we were talking about measuring the spin of an electron, I would talk about measuring the $S_x$ (or spin in the z-direction) and getting a value of $\pm \hbar/2 $. When building a quantum computer, it is important to discuss the physical system realizing the qubit and what observable is being measured, but for our theoretical discussion of quantum states, we will refer to it simply as measuring "0" or "1".
The basis created by $|0\rangle$ and $|1 \rangle$ is called the "computational basis" or the "standard basis".
The general state of a qubit can be written as $a|0\rangle + b|1\rangle$, where $a$ and $b$ are complex numbers (they are the probability amplitudes) and we require that $|a|^2 + |b|^2 = 1$ .
For this general qubit state, the probability of measuring a 0 is $|a|^2 $ and the probability of measuring a 1 is $ |b|^2 $.
Classical computers work with bits, denoted by states 0 or 1. The physical implementation of those bits is rather arbitrary (typically low and high voltage on a wire), but for many practical computing purposes also irrelevant. The same will be true for quantum computers, but now the qubit can be in any superposition state $a\ket{0} + b\ket{1}$.
Classical computing requires gates: operators that act on a bit (one or more) and output a resulting bit. The "Not" gate is the simplest single-bit gate: inputing a 0 yields a 1 and vice versa. This can also be thought of as a logic operation (interpret 0 = "false" and 1 = "true") The "And" gate acts on 2 inputs and returns a single output, the logical "And" operation.

Quantum gates similarly take input states, act on them, and produce output states. The final stage of a set of quantum operations will ultimately be a measurement, but the sequential operations should not make any measurements (indeed, avoiding such collapse of the quantum superposition state is a major engineering challenge at the moment). Schematically, the process can be thought of schematically like this:
Much current physics and engineering research is devoted to studying how to physical implement qubits - examples include spin-1/2 systems where 0 and 1 represent "up" and "down" spin in the Z direction, and certain gates could involve applied magnetic fields (for instance), but the states could also be photon polarization, energy levels of trapped atoms, current in Josephson junctions, or many more. For discussing gates and algorithms, just as with classical bits, this physical implementation is not essential.
A quantum gate is an operation performed on qubits. Mathematically, gates are associated with unitary and linear operators. Linear means e.g. $Z(a\ket{0} + b\ket{1}) = aZ\ket{0} + bZ\ket{1}$. Thus, one way to define them is by their operation on computational basis states.
Note that $ XX = YY = ZZ = H H = I$, and that order matters, e.g. $X$ does not commute with $Z$.
A natural follow-up is to ask the same question for $H\ket{0}$. These questions provide elementary practice and serve as conversation starters. $H$ plays a huge role in algorithms: often the first step is to start with a bunch of $\ket{0}$ states, then act $H$ on each to get a collection of superposition states.
Downloadable materials:



Online tutorial: We have developed a series of online tutorials that students can complete in class (alone or in groups) or at home. These materials are hosted on our website. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net.
Quantum Circuit Diagrams
Content: Practice with single-qubit gates represented as circuit diagrams.
Prerequisite knowledge: Basic gates and quantum states. (This can all be found in the previous tutorial, "Introduction to Quantum Gates.")
Faculty notes: Content to get started and tips for teaching.
Circuit diagrams use lines to indicate individual qubits and boxes to indicate quantum gates. They are read from left to right. The following diagram depicts the equation: $\ket{\psi}_{out} = X Z \ket{\psi_{out}}$.
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Note how the equation looks "backwards" compared to the circuit, but it is clear in both that the $Z$ gate acts first. We can also depict a measurement by using a symbol of a "meter" as shown below (note that different textbooks often have different conventions for a measurement symbol).

When we add additional qubits, they are shown as additional lines where the top line is understood to be the first qubit. The circuit diagram below shows the output for the first qubit is $ZH\ket{0}$ and the output of the second qubit is $X\ket{1}$.
Downloadable materials:
Online tutorial: We have developed a series of online tutorials that students can complete in class (alone or in groups) or at home. These materials are hosted on our website. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net.
Tensor Products
Content: Helping students describe systems with multiple qubits.
Prerequisite knowledge: Students should be familiar with quantum states, basic single-qubit gates and circuit diagram conventions. (i.e., The sections above, on this page.)
Faculty notes: Content to get started and tips for teaching.
When moving to N-qubit systems, the dimensionality of your basis grows as $2^N$. Here we briefly introduce students to the ideas of combining two single particle states into a larger-dimensional 2-qubit state, and how to represent this in Dirac (or matrix) notation, using the language of tensor products.
There is only so much that can be done with a single qubit. To add a second qubit, we use the tensor product $\otimes$. If the first qubit is in the state $\ket{0}$ and the second qubit is in the state $\ket{1}$, then the two-qubit state can be written as $\ket{0} \otimes \ket{1}$. There are several shorthand ways to write this. Below are all equivalent formulations:
$ \ket{0} \otimes \ket{1} = \ket{0} \ket{1} = \ket{01}$
For brevity, the last one is most commonly used unless it is important to emphasize the states of the individual qubits, in which case the $\otimes$ symbol will be used.
When dealing with 2-particle systems, 2-qubit operations can (sometimes) be described as a tensor product of operators (e.g., $\hat{A}\otimes\hat{B}$), and can (always) be represented by a 4x4 matrix in the 4-d two-qubit Hilbert space.
For example, in the circuit below, the first set of gates can be written as a tensor product: $H \otimes Z$, but based on the information we have, the second gate $U$ cannot be broken down into a separate gate on each qubit.

Mathematically, the circuit is represented as:
$ U(H\otimes Z) (\ket{\psi_A} \otimes \ket{\psi_B}) = U ( H\ket{\psi_A} \otimes Z\ket{\psi_B})$
Downloadable materials:
Online tutorial: We have developed a series of online tutorials that students can complete in class (alone or in groups) or at home. These materials are hosted on our website. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net.
CNOT and entanglement
Content: An introduction to the controlled-NOT (CNOT) gate and the related concept of entanglement.
Prerequisite knowledge: Students should be familiar with quantum states, basic single-qubit gates and circuit diagram conventions, and the tensor product. (i.e., The previous sections on this page.)
Faculty notes: Content to get started and tips for teaching.
Two (or more) particle quantum systems can exhibit interesting correlations (entanglement) stronger than any classical system.
A state is entangled when it cannot be written as a single tensor product of two single-qubit states.
For example, consider the state $\tfrac{1}{\sqrt{2}}(\ket{00} + \ket{01})$. This state is NOT entangled, because we can 'factor' it into $\ket{0} \otimes \tfrac{1}{\sqrt{2}}(\ket{0} + \ket{1})$. In this case the first qubit is in the state $\ket{0}$ and the second state is in the state $\tfrac{1}{\sqrt{2}}(\ket{0} + \ket{1})$.
In contract, we can look at the entangled state $\tfrac{1}{\sqrt{2}}(\ket{00} + \ket{11})$. There is no way to write a ket for the first or second qubit on their own. The state must be written together.
Note: It is possible to describe the first qubit using a reduced density operator. The state of the first qubit would be the completely mixed state $\rho_1 = \frac{1}{2}\mqty( 1 & 0 \\ 0 & 1)$.
Second note: Entanglement has some interesting properties and consequences. We won't get into them in this module, but more information can be found in module "Entanglement and EPR".
In order to have a quantum computer, we need gates that act not only on one qubit, but gates that work on multiple qubits. More specifically, we need gates that will "entangle" two qubits. The most common gate of this type is called the CNOT, or controlled-NOT gate. It does exactly as the name suggests: performs a NOT gate controlled by another qubit. The following is the circuit diagram for a CNOT gate:

The solid black dot on the top 'wire' indicates that this is the control qubit. The gate on the second qubit will be performed only if the control qubit is a 1. (This has interesting effects for superposition states, as we see in the clicker questions below!)
We can define how the CNOT gate acts on the four 2-qubit computational basis states:
$$ CNOT\ket{00} = \ket{00} \;\;\;\; CNOT\ket{01} = \ket{01}$$
$$ CNOT\ket{10} = \ket{11} \;\;\;\; CNOT\ket{11} = \ket{10}$$
We can use the CNOT to entangle two independent qubits as in the circuit in the clicker question example below.
Downloadable materials:
Online tutorial: We have developed a series of online tutorials that students can complete in class (alone or in groups) or at home. These materials are hosted on our website. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net.
Quantum Cryptography (BB84)
Content: This activity takes students through the BB84 quantum key distribution protocol. It uses quantum circuit notation and includes the effect of an eavesdropper.
Prerequisite knowledge: Basic single qubit gates (in particular, the Hadamard, H gate). Students should know how to predict probabilistic outcomes of measurements in the computational (Z) basis on superpositions of $|0\rangle, |1\rangle, |+\rangle, |-\rangle$ states.
Notes for faculty: Content to get started and tips for teaching.
The one-time pad is a perfectly secure way to encrypt information. In this protocol, both parties must share a secret key. The one-time pad security relies on the fact that this key is truly secret (no one else has access to it) and that it is only used a single time (hence the name ``one-time''). The secret key must be at least as long as the message (no portion of the key should be repeated).
If Alice wishes to send a message to Bob, Alice will take the message and add the secret key to obtain the cyphertext (the encoded message). In the case of a binary message and a binary key, this would be addition mod 2.
$ \text{message} \oplus \text{key} = \text{cyphertext} $
In mod 2, Bob will just need to do $\text{cyphertext} \oplus \text{ key} = \text{message}$ to decode the cyphertext.
We will often do examples using the english alphabet, in which the addition will be modulo 26. In this case, to decode the cyphertext you will need to ${\it subtract}$ the key (mod 26) to obtain the message.
In all QKD protocols, it is an important assumption that an eavesdropper cannot copy (or clone) an unknown quantum state. The proof (by contradiction) is relatively straightforward:
Assume you have a 'cloning machine'. Such a machine would take an unknown state $\ket{\psi}$ and a blank state (let's call it $\ket{b}$) and turn it into two copies of $\ket{\psi}$. Mathematically, we write it as: $U_{clone} (\ket{\psi} \otimes \ket{b}) = \ket{\psi} \otimes \ket{\psi} $

Since we want to be able to clone an arbitrary state, the cloning machine should also work if we input the state $\ket{\phi}$: $U_{clone} (\ket{\phi} \otimes \ket{b}) = \ket{\phi} \otimes \ket{\phi} $
We want to take the inner product of the two equations:
$$ [ ( \bra{\psi} \otimes \ket{b} ) U_{clone}^\dagger ] [U_{clone} ( \ket{\psi} \otimes \ket{b} ) ] = [ \bra{\phi} \otimes \bra{\phi} ] [ \ket{\psi} \otimes \ket{\psi} ] \label{cloneeqn}$$
Then we have that:
$ \ip{\phi}{\psi} \ip{b}{b} = \ip{\phi}{\psi} \ip{\phi}{\psi} $
$ \ip{\phi}{\psi} = \ip{\phi}{\psi}^2$
This is only true if $\ip{\phi}{\psi}$ is equal to 1 or 0. Meaning the cloning machine will only work for states that are identical or orthogonal. In other words, you can build a cloning machine, but it will only clone a set of basis states, not an arbitrary superposition of those basis states.
This is one of the more common QKD protocols and is perfect for use in intro quantum mechanics classes as it only requires knowledge of two-level superposition states and the results of measurements.
In our example, we will use spin-1/2 particles, and we will discuss measurements of spin in the $x$ and $z$ directions.
Players:
Alice - Wants to share a secret key with Bob. She sends qubits to Bob, randomizing what she ends.
Bob - Wants to share a secret key with Alice. Bob receives the qubits sent by Alice and will measure them in a randomly chosen basis.
Eve - An eavesdropper who wants to gain information about the secret key without being detected. She will intercept the qubits that Alice sends to Bob and make measurements before sending the qubit on to Bob.
The Protocol: The following steps can be recorded in the handout (available for download below).
In reality, anything can happen to the qubit as it travels from Alice to Bob. We are going to assume the worst: that a very powerful and quantum-savvy enemy has intercepted the qubit and knows enough of the protocol to make the best measurements they can before sending the qubit to Bob.
Here is the best that an eavesdropper can do:
You can follow along in the handout to see the repercussions of this interception. In short:
If Alice and Bob did not test for the presence of an eavesdropper, even with an error rate of 25%, Eve would certainly gain valuable information if Alice and Bob tried to use their "secret" key to encode a message.
Downloadable materials:
Online tutorial: We have developed a series of online tutorials that students can complete in class (alone or in groups) or at home. These materials are hosted on our website. To get a course page where you can access student completion information, email us at hello[at]acephysics[dot]net.
We have developed the Quantum Computing Conceptual Survey (QCCS), a 20-question conceptual assessment that targets the introductory content in a quantum computing course. The survey is not designed to assess individual students but rather the course as a whole.
The general content covered in the assessment includes mathematical foundations, superposition and measurement, quantum gates and circuit diagrams, and entanglement. The questions are conceptual in nature (not computational).
Want to give the assessment to your students?
Learn more about the QCCS and how to give it on PhysPort. This assessment is free to use and is administered online. We will provide you with a personalized link to share with your students and a summary report of the results.
We are PER research faculty teaching at very different institutions - different in class sizes and setups, student demographics, institutional research-focus - but all interested in helping introduce undergraduates to basic elements of Quantum Information Science. We have all taught a variety of quantum courses for many years.
The materials you will find here are not meant to be taken as givens, this is not a "fixed curriculum" that you are supposed to fully adopt (or reject). We hope that you will be inspired by some of the activities, notes, concept-tests, homeworks and more, and will borrow and adapt them for your own situation and students. We do not all use exactly the same materials ourselves.
We have borrowed where we can from PER literature on Quantum Mechanics (and tried - but apologize up front where we occasionally have failed - to appropriately credit the the hard development work of others!) We do not claim that these materials are "Research-validated" (they are still under development), but cheerfully present sometimes half-baked or partially-tested materials that we might argue are "research-based", a vaguer but perhaps more realistic description.
We welcome feedback and suggestions. If you make significant changes or additions, and particularly if you have classroom evidence that suggests it works well - let us know. We hope someday this site will be flexible enough to allow for community-sharing of new resources, and will work towards making that happen. (See contact information below.)
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Gina Passante is Associate Professor of Physics and Director of the Catalyst Center for the Advancement of Research in Teaching and Learning Math and Science at Cal State University Fullerton. She received her Ph.D. in quantum computing at U. Waterloo before transitioning to PER. |
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Steve Pollock is a Physics professor at CU Boulder who has engaged in PER for 20+ years. He has a background in theoretical nuclear physics. He is an APS Fellow, and was named US Professor of the Year in 2013. His PER work is focused on assessment and curricular materials development in upper-division physics courses. Please email if you are interested in teaching materials for other courses (including middle division Classical Mechanics, E&M, and others). He can be reached at Steven.Pollock (at) Colorado.edu |
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Bethany Wilcox is a Physics professor at CU Boulder. Her PER work focuses on the development of research-based and validated assessments of student learning that can be used to measure the impact of curricular changes or compare student learning across courses and institutions. In particular, she is utilizing advanced testing theories to explore viable options for creating modular assessments that can address variations in content coverage in across courses. |
We acknowledge the hard work of our students, including Josephine Meyer (University of Colorado Boulder), Jonan-Rohi Plueger (University of Colorado Boulder), and Bianca Cervantes (former California State University, Fullerton).
We are funded in part by NSF DUE- 2012147 and 2011958: Collaborative Research: Connecting Spins-First Quantum Mechanics Instruction to Quantum Information Science
PLEASE USE AND ADAPT whatever is helpful to you, however it will most benefit your students. Please credit our work if you share your materials beyond your own classes. Please make an effort to keep assessment materials off the open web - alter questions for your students.
©2022 University of Colorado Boulder
and California State University, Fullerton
Funded by the National Science Foundation
grants 2011958 and 2012147