A Fundamental Concept in Quantum Theory

Ghirardi, GianCarlo; Grassi, R.; Michelini, Marisa

doi:10.1007/978-1-4615-1921-8_26

Cited by 12 publications

(17 citation statements)

References 5 publications

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“…Second, we diversified the teaching approach and corresponding language when introducing the different basic quantum concepts (see Section 2.4.1). For the foundational concepts of quantum states, property, and measurement, which, while functional, were not central to the game, we used the example of photon polarization, which is well established in the literature [3,33,34,36]. For the concepts of quantum superposition and entanglement, which were central to gameplay, we adopted an explorative approach combining nonformal QPlayLearn resources [55] with the formal introduction of Dirac notation in order to better inspire to the students' learning experience [75]; see as well [6,18,28,29].…”

Section: Research Strategy Criteria and Methodsmentioning

confidence: 99%

“…The theoretical framework underlying the rationale of the research-based proposal on basic quantum concepts is the Model of Educational Reconstruction [67], which uses previous development of the Dirac approach in the context of optical polarization [3,33,34,36]. In addition, we have used materials, videos and videopills developed by the QPlayLearn platform [55].…”

Section: Research Settingmentioning

confidence: 99%

“…JQM offers the opportunity to compare macroscopic phenomenology with ideal single-photon experiments, the former explorable in real labs at high intensity with light detectors (photodiodes) and the latter with polaroids, birefringent crystals, photon beams and detectors [68]. The rationale of the presentation is a simplified version of the didactic proposal developed [3,33,34,69] and tested for several years by our group [29,[62][63][64]67,70], as described in the flow-chart of Table 1.…”

Section: Research Settingmentioning

confidence: 99%

“…The diffused availability of information and communication technologies provides tools that can help in overcoming formal difficulties by developing simulations or open environments for ideal experiments on quantum phenomena, which can bridge the gap between formal aspects and concepts [30][31][32]. An interesting way of looking at quantum physics is to directly point to the foundational concepts of the theory and discuss them in specific phenomenological contexts, as with two-state systems (polarization of light, spin, interferometry) [2,3,[33][34][35][36].…”

Section: Introductionmentioning

confidence: 99%

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Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

et al. 2022

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The teaching of quantum physics is challenging, not the least because teachers must overcome the traditional narrative approach, students must gain a conceptual understanding of fundamentals, and citizens must become aware of quantum technologies. Quantum games are powerful tools to overcome obstacles and push one’s limits without fear of failure. We report on a pilot study involving twenty high-school student volunteers, consisting of a compact intervention module on the concepts of quantum states, properties, measurement, superposition, and entanglement within the framework of the Model of Educational Reconstruction, followed by playing a game, quantum TiqTaqToe. The outcomes of this research-based learning environment are discussed via the qualitative analysis of students’ answers to two open questionnaires. We find that students grasped the concepts of superposition and, with special awareness, entanglement, the game proving effective to help students experience their implications in quantum behavior. The informal and stimulating tournament atmosphere favored intertwining of the game with learning goals. Our central message is that the use of quantum game tools fits a teaching/learning environment in manners often not well understood in the literature; it enhances awareness of the nature of new and non-intuitive concepts, increases complementarity with other languages within the process of thinking about physics, boosts student engagement, and improves intervention efficiency and effectiveness.

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Section: Research Strategy Criteria and Methodsmentioning

confidence: 99%

Section: Research Settingmentioning

confidence: 99%

Section: Research Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

et al. 2022

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“…With the development of photoelectric technology, many physical phenomena of quantum theory [ 1 ] have been verified through observation, which attracts many researchers to consider its application. Quantum key distribution (QKD) [ 2 , 3 ] is one of the applications, in which two trusted communication parties (Alice and Bob) are allowed to exchange the cryptographic key through a quantum channel at the existence of eavesdropping.…”

Section: Introductionmentioning

confidence: 99%

Improving the Performance of Continuous-Variable Measurement-Device-Independent Quantum Key Distribution via a Noiseless Linear Amplifier

Jing

Liu

Kong

2021

Entropy

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In the continuous variable measurement-device-independent quantum key distribution (CV-MDI-QKD) protocol, both Alice and Bob send quantum states to an untrusted third party, Charlie, for detection through the quantum channel. In this paper, we mainly study the performance of the CV-MDI-QKD system using the noiseless linear amplifier (NLA). The NLA is added to the output of the detector at Charlie’s side. The research results show that NLA can increase the communication distance and secret key rate of the CV-MDI-QKD protocol. Moreover, we find that the more powerful the improvement of the performance with the longer gain of NLA and the optimum gain is given under different conditions.

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