Conveners
Parallel oral presentations QUANT: Parallel oral presentations 112 QUANT
- James Freericks
Parallel oral presentations QUANT: Parallel oral presentations 215 QUANT (option for DiDaDoDa)
- Kim Krijtenburg-Lewerissa (Utrecht University)
Parallel oral presentations QUANT: Parallel oral presentations 223 QUANT
- Benjamin Zwickl
Parallel oral presentations QUANT: Parallel oral presentations 512 QUANT
- Gesche Pospiech
- Gesche Pospiech (TU Dresden)
We present research on the development and initial implementation of hands-on demonstration material for quantum entanglement using electronically modified dice. These “Quantum Dice” are equipped with displays, orientation sensors, and wireless communication to simulate basic quantum physics concepts. The system supports various educational scenarios, from basic entanglement demonstrations to...
The Quantum for All project, funded by the US National Science Foundation, provided opportunities for students to learn about various aspects of quantum science by providing professional development for high school STEM educators to learn and practice quantum information science and engineering (QISE). This paper will share qualitative analysis from the feedback surveys highlighting the...
SER literature calls for a less formal approach to quantum mechanics education. We designed such a lesson based on Glynn’s Teaching-With-Analogies model with Kundt’s tube and a quantum well. We researched its implementation asking: What classical and quantum ontologies do Preservice Teachers use? Nine PSTs participated. Qualitative analysis of group dialogues revealed that the PSTs used five...
In 1925, quantum mechanics was discovered by Heisenberg in the form of matrix mechanics, which was quickly superseded by Schrödinger’s wave mechanics in 1926. The former worked in an energy eigenspace representation, while the latter predominately in a position-space representation. There is a third way to formulate quantum mechanics in a representation-independent fashion, that I call...
Teaching quantum physics (QP) in high school (HS) has become common globally, yet the reasons for including it vary among stakeholders. This study explores the justifications provided by physics education researchers, university-level physicists, and HS teachers, analyzing responses from 54 participants using content analysis. Findings reveal key themes for teaching QP: gaining knowledge,...
Quantum Mechanics (QM) is often taught without sufficient attention to its historical context. This lack of historical perspective affects learners at all levels, from high-school teachers to young researchers. As Physics Education Research Group in Milan, we conducted a study with high-school teachers and prospective teachers to investigate whether and how a series of selected historical...
Abstract. The field of quantum technology is rapidly advancing and therefore the public should have a basic grasp of quantum concepts. To this end, we designed an activity around an optical illusion known as Pepper’s Ghost to introduce the concept of superposition to primary school students and their teachers.
Research question: What opportunities and difficulties do pre-service primary...
The integration of quantum physics (QP) into secondary school curricula is a growing area of interest in physics education, yet there is little consensus on which topics to include. To address this gap, we conducted a three-round Delphi study involving a total of 175 experts (physics teachers, physics education researchers, quantum physics experts). The participants provided insights into why...
This conference contribution presents an educational concept designed to facilitate understanding of the physical principles underlying a nitrogen vacancy (NV) center magnetometer setup. This concept is strongly based on an experimental setup to profit from the quantum application perspective. Additional experiments are incorporated to provide further insights into key related concepts, such...
Abstract. This study explores how Dutch secondary school physics teachers introduce the band gap concept in pre-university education. Quantum physics is challenging to teach due to its abstract nature, but the band gap provides a practical link between quantum principles and real-world materials like semiconductors. Seven teachers will be observed teaching the concept and interviewed about...
We present here a teaching unit about bosons and fermions adapted for high school. Despite the importance of the topic as a gateway to many-particle physics, it is absent from most high school curricula and most research on the subject. A teaching unit is presented, and initial findings supporting its adaptation to high school are presented.
Quantum principles are driving advancements in quantum computing, communication, and sensing. While quantum computing has gained significant attention in education, quantum sensing remains largely overlooked. To identify opportunities to integrate sensing into existing quantum-related curricula, we performed an analysis of six commonly used textbooks in modern physics, quantum mechanics, and...
The quantum industry demands a diverse workforce with foundational quantum knowledge, extending beyond traditional physics specialists. To address this, the University of Twente developed Quantum for the Curious, a 15 ECTS minor introducing non-physics students to key quantum phenomena and technologies. Guided by the European Competence Framework for Quantum Technologies, the minor enhances...
Quantum technologies rely on superposition and entanglement, concepts that challenge classical physics and provide a rich context for teaching. We developed a course for high school teachers that focused on quantum cryptography and used Thorlabs' educational equipment for hands-on learning. The course covered quantum mechanics, light polarization, and the BB84 quantum key distribution protocol...
This article looks at quantum physics from different perspectives with the aim of rethinking the teaching of quantum physics with the additional goal of learning about the nature of science. The historical, the worldview and the mathematical-physical perspectives are put in relation to each other. In the contribution, we will examine how the historical formation of concepts and the...
