{"id":69771,"date":"2023-09-13T00:07:27","date_gmt":"2023-09-13T04:07:27","guid":{"rendered":"https:\/\/world.edu\/?p=69771"},"modified":"2023-09-13T00:07:27","modified_gmt":"2023-09-13T04:07:27","slug":"quantum-information-science-is-rarely-taught-in-high-school-heres-why-that-matters","status":"publish","type":"post","link":"https:\/\/world.edu\/quantum-information-science-is-rarely-taught-in-high-school-heres-why-that-matters\/","title":{"rendered":"Quantum information science is rarely taught in high school \u2013 here\u2019s why that matters"},"content":{"rendered":"

\"\"<\/p>\n

The first time I heard about quantum information science, I was at a teacher development workshop in Canada in 2008.<\/p>\n

I already knew that quantum science was the\u00a0study of the smallest objects in nature<\/a>. I also knew that information science was the study of computers and the internet. What I didn\u2019t know was that\u00a0quantum information science<\/a>\u00a0\u2013 sometimes called QIS \u2013 was a new field of science and technology, combining physical science, math, computer science and engineering.<\/p>\n

Until then, I didn\u2019t realize how\u00a0QIS<\/a>\u00a0was key to so many everyday items, like cellphones, satellites, MRI machines, lasers, cybersecurity and solar technology. I was a physics teacher and didn\u2019t know this, so I knew other teachers didn\u2019t either. And if they didn\u2019t know about it, that meant K-12 students were definitely not learning it.<\/p>\n

I vowed to do a better job of teaching these concepts in my own classroom and to the teachers I mentor. But I quickly discovered significant barriers.<\/p>\n

Those barriers include:<\/p>\n

\u2022\u00a0Lack of materials<\/a>\u00a0about quantum information science that high school students can understand.<\/p>\n

\u2022 Limited funding and opportunities for teacher professional development focusing on quantum information science.<\/p>\n

\u2022 Lack of state or federal\u00a0quantum information science standards<\/a>\u00a0for schools to follow.<\/p>\n

With the help of colleagues, I organized\u00a0Quantum for All<\/a>\u00a0in 2020 to help give high school teachers support in teaching quantum information science. The project received\u00a0nearly US$1 million in funding<\/a>\u00a0from the National Science Foundation. The goal of the grant is to help students become\u00a0quantum smart<\/a>\u00a0by teaching K-12\u00a0educators<\/a>\u00a0how to teach QIS.<\/p>\n

Quantum jobs are everywhere<\/strong><\/h4>\n

From a societal perspective, there are many\u00a0reasons to invest<\/a>\u00a0in quantum education at the high school level.<\/p>\n

The quantum information technology market is poised to be worth\u00a0$44 billion by 2028<\/a>. Yet one study\u00a0estimates a major talent shortage in the industry<\/a>\u00a0\u2013 with the number of open jobs outnumbering the number of qualified applicants by about 3 to 1.<\/p>\n

Not having fundamental knowledge in the field<\/a>\u00a0may keep students from pursuing these highly paid jobs.\u00a0Annual salaries can start<\/a>\u00a0at about $100,000 for quantum engineers, developers and scientists. Quantum physicists can earn up to $170,000.<\/p>\n

While there is a need for quantum science talent in many industries, one of the most critical is in national security.<\/p>\n

National security<\/strong><\/h4>\n

Historically, huge scientific and technological advancements have been made in the United States when politicians invest in efforts they deem critical to national security \u2013 think of the\u00a0space race<\/a>, where the\u00a0U.S. spent US$257 billion over 13 years<\/a>, or the\u00a0atomic bomb that cost about $30 billion to $50 billion over four years<\/a>, both in today\u2019s dollars.<\/p>\n

In 2016, the U.S. government recognized the importance of quantum information science in maintaining the country\u2019s strategic edge when China launched\u00a0the world\u2019s first quantum satellite<\/a>, showcasing its emerging space and technology program. U.S. military leaders also worried that China was on the verge of creating\u00a0\u201chack proof\u201d communications tools<\/a>\u00a0far more sophisticated than American designs. This raises questions about which nation will dominate from space in times of crisis.<\/p>\n

The Center for New American Security, a Washington-based think tank,\u00a0warned that China\u2019s focus on quantum science<\/a>\u00a0as part of its research efforts could help that country\u00a0surpass the U.S.<\/a>\u00a0as an economic and military superpower.<\/p>\n

In 2018, the\u00a0National Quantum Initiative Act<\/a>\u00a0was signed into law \u201cto accelerate quantum research and development\u201d and \u201cdevelop a quantum information science and technology workforce pipeline.\u201d However, the initiative lacked details on how this workforce would be developed.<\/p>\n

Quantum science education<\/strong><\/h4>\n

With a new national focus on quantum information science, the\u00a0National Quantum Network<\/a>\u00a0was launched in 2020 to help support and coordinate the K-12 education efforts, expand available learning tools and create opportunities for students to envision their role in a quantum workforce.<\/p>\n

The most logical venue for exposure to quantum information science would be a high school physics course. However,\u00a0as many as 16%<\/a>\u00a0to\u00a039% of high school students<\/a>\u00a0do not attend high schools where physics is offered each year.<\/p>\n

Traditional professional development focuses on teaching the teacher, rather than helping the teacher prepare to teach. That\u2019s why I and other researchers are studying the effectiveness of a different professional development model. Components of the model include having the content taught\u00a0by fellow science teachers<\/a>.<\/p>\n

Our model educates teachers one week and then allows them to teach students at a camp the following week while the information and techniques are still fresh. Research has shown that this approach is\u00a0more effective<\/a>\u00a0than doing summer workshops that don\u2019t allow teachers to try out what they learned until much later.<\/p>\n

This model also allows teachers to\u00a0gain confidence<\/a>\u00a0as they practice teaching techniques with fellow science teachers,\u00a0making it more likely<\/a>\u00a0they will implement this knowledge in their own lessons. The lessons being developed by the project can be embedded into existing STEM curricula \u2013 science, technology, engineering and math \u2013 or taught as stand-alone topics.<\/p>\n

Examples of quantum information science lessons that have been developed include levitation, where students are shown the basics of\u00a0superconductors<\/a>\u00a0and\u00a0quantum levitation<\/a>. These concepts are already being used in applications such as\u00a0Maglev trains<\/a>, which use magnets to quietly float above the tracks instead of using wheels. There are many\u00a0benefits to this type of travel<\/a>, including energy efficiency, fewer derailments, less maintenance and less impact on the environment.<\/p>\n

Other lessons involve understanding cryptography and cybersecurity.\u00a0Cryptography<\/a>\u00a0is the technique of coding information \u2013 or encryption \u2013 so it can only be read by the intended receiver, whereas cybersecurity is the process or procedures taken to keep information secure in devices and networks.<\/p>\n

As districts and educators begin to implement quantum information science concepts, my colleagues and I are collecting feedback from teachers on the effectiveness of their lessons and student engagement. This feedback will be used to inform how to add quantum information into more lessons.<\/p>\n

If this new model of teacher education works, it could be expanded nationwide.<\/p>\n

This type of professional development may be expensive due to the time teachers need to learn the content and increase their teaching confidence. But failing to prepare students for the jobs of the future could be even more costly if the U.S. yields its place in quantum technology, allowing countries like China to assert their supremacy in the field.<\/p>\n

Author Bio:<\/strong> Karen J. Matsler is Assistant Professor in Practice for UTeach Arlington Program, at the University of Texas at Arlington<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The first time I heard about quantum information science, I was at a teacher development workshop in Canada in 2008. I already knew that quantum science was the\u00a0study of the smallest objects in nature. I also knew that information science was the study of computers and the internet. What I didn\u2019t know was that\u00a0quantum information […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[59],"tags":[434617],"coauthors":[11733],"class_list":["post-69771","post","type-post","status-publish","format-standard","hentry","category-science-tech","tag-quantum-information-science"],"acf":[],"yoast_head":"\nQuantum information science is rarely taught in high school \u2013 here\u2019s why that matters - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/quantum-information-science-is-rarely-taught-in-high-school-heres-why-that-matters\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Quantum information science is rarely taught in high school \u2013 here\u2019s why that matters - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The first time I heard about quantum information science, I was at a teacher development workshop in Canada in 2008. 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