Adaptable Curricular Exercises for QIS: Assessment

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Adaptable Curricular Exercises (ACE) for Quantum Information Science (QIS)

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?

QIS Course: Are you teaching a quantum computing/QIS course to students from a variety of majors (e.g. computer science, physics, engineering, math, etc.), and want materials for foundational topics?

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.

Conceptual Assessment for Quantum Computing (QCCS)

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.

Learn more about the QCCS

Who we are

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.)

	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. Her research focuses on student learning of quantum mechanics and developing instructional materials for improving teaching and learning of all things quantum. She can be reached at gpassante (at) fullerton.edu
	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
	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. Please email if you are interested in assessments in quantum, E&M and thermo/stat mech. She can be reached at Bethany.Wilcox (at) Colorado.edu

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.