The harnessed power of the subatomic world could quickly overthrow the modern computing industry. Quantum computers are all over the place, and the basic work on the theory that gave birth to them even won last year’s Nobel Prize.
But one place you may not have heard of them is inside a physics classroom. And that has to change if there is any hope of creating a tech-savvy population and developing a workforce in this emerging sector.
What is a quantum computer? Unlike your desktop computer, which encodes words and numbers as sets of 1s and 0s called “bits,” quantum computers rely on qubits, or “qubits.” Unlike bits, qubits assign weights to 1s and 0s. This is similar to how loaded dice are adjusted. That is, there is a probability associated with measuring any number. They lack a definite value and embody a bit of both states until we measure them. and interfere with those probabilities to increase the probability of finding an ideal solution. The ultimate hope is that computations that take billions of years on modern computers, such as factoring huge numbers, can be done in days on quantum computers.
This new way of computing has the potential to solve difficult problems inaccessible to traditional processors and open up new frontiers everywhere from drug discovery to artificial intelligence. But rather than exposing students to quantum phenomena, most physics curricula today are designed to start with the ABCs of physics, nailing topics like pulleys and threads of inclined planes. Also, students certainly need to know the basics (with room to study with Newton and Maxwell). Schrödinger’s cat), should spend time connecting what they are learning to cutting-edge technology.
This is important because quantum computing is no longer a scientific experiment. Technology demonstrations by IBM (my employer), Google, and others prove that useful quantum computing is just around the corner. However, the supply of quantum workers remains very low. His McKinsey report for 2021 predicts a severe talent shortage, at least unless his 10-year correction is made. The report also estimates that the US quantum talent pool lags far behind China and Europe. China has committed more public money than any other country to date, more than double the investment by her EU government, $15.3 billion compared to $7.2 billion, and US government investment. 8 times her.
Thankfully things are starting to change. Universities are getting students into the once-dreaded quantum mechanics courses early. Students are also learning in nontraditional ways, such as YouTube channels and online courses, and seeking out open source communities to begin their quantum journey. And with the surge in demand for quantum-savvy scientists, software developers, and even business majors, it’s time to fill the scientific talent pipeline. can’t wait more than six years.
Schools are finally starting to meet this need. Some universities offer non-doctoral degrees. For example, quantum computing programs. Recently, the University of Wisconsin and the University of California, Los Angeles welcomed their first class of Quantum Informatics MSc students to an intensive one-year program. UCLA showed student demand, bringing in a much larger cohort than the university expected. The University of Pittsburgh took a different approach, launching a new undergraduate program that combines physics and traditional computer science, responding to the need for her four-year program to prepare students for employment or further education. rice field. Additionally, Ohio recently became the first state to add quantum training to its K-12 science curriculum.
And finally, professors are beginning to incorporate practical, application-focused lessons into their quantum curriculum. Universities around the world are beginning to teach courses using Qiskit, Cirq, and other open source quantum programming frameworks, allowing students to experiment with real quantum computers through the cloud.
Some have questioned the initiative. Is it a good idea to train a new generation of students in technology that isn’t fully realized? Or what can we really gain by trying to teach quantum physics to very young students? ?
These are valid questions, but consider the following: Quantum is not just a technology. It is a research field that supports chemistry, biology, and engineering. Quantum education has value beyond just computing. And if quantum computing works (I think it will), we would be much better off if more people understood it.
Quantum technology is the future and quantum computing education teeth As Charles Tahan, director of the National Quantum Coordination Office once told me about STEM education: Not all of these students will end up directly in the quantum industry, but that’s all good. or work in a business where you can make better decisions based on your understanding of technology.
At my job, I talk to students about quantum technology every day. And most of all, I learned that they are hungry to learn. Quantum upends our perception of reality. It draws people in and keeps them there, just as the popularity of NASA and the moon landing did to astrophysics. We need to lean into what grabs the attention of our students and shape our programs and curricula to meet these desires.
For schools adapting to the new quantum age, the core message is simple. Don’t underestimate your students. Some people may hear the words quantum and shudder and worry that they may not understand it. However, I have met high school and middle school students who easily grasp the concept. How can we expect young students to pursue this subject when we’re opening up behind years of pulleys and slides? Universities will start introducing quantum information into their curricula sooner. K-12 schools should not hesitate to introduce some basic quantum concepts in early childhood. We should never underestimate our students. Rather, for their benefit and science as a whole, we should trust them to tell us what they want to learn. Any limp and you miss out on the enormous gains that quantum can bring to the economy, technology, and future industries.
This is an opinion and analysis article and the views expressed by the author or authors are not necessarily Scientific American.
