The purpose of this study is to review the main points of the experimental content of the basics of quantum computer science adapted for lyceum students, based on the prospects of the quantum approach to information processing for ultra-fast calculations in modeling objects of complex dynamical systems. In addition, software tools and Internet services are ofered to organize efective training. A survey was conducted among 26 computer science teachers to assess the relevance and feasibility of introducing a “Fundamentals of quantum informatics and programming” course for lyceum students. The proposed 17-hour sample module covers key concepts of quantum computing, quantum circuits, quantum gates, and basic quantum algorithms. Expected learning outcomes and methodological support are discussed. The study concludes that quantum computer science has significant potential and proposes starting to study its basics in the school computer science course in grades 10-11, using universal software and Internet services like IBM Quantum Experience and Jupyter Notebooks with Python.
According to experts, the modern IT market is in the initial state of another technological breakthrough
due to integration (interpenetration, convergence) of 1) nanotechnologies (the ability to control matter
at the atomic level), 2) biotechnologies (the ability to manipulate genes and genetic information),
3) information technologies (the use of communication and communication tools) and 4) cognitive
technologies (the study of the fundamental essence of thought processes and their mechanisms) [
The capabilities of modern supercomputers (“computers of classical architecture”, “classical computer”)
are no longer enough for eficient processing of large amounts of data during modeling of nanoobjects,
biogenetic systems, cognitive processes, and other phenomena. It is felt that the development of
transistor computers has almost reached its limit and that Moore’s Law, which consists in doubling the
computer power every one and a half to two years, will soon cease to hold since the size of transistors
will stop decreasing every 18 months [
Quantum informatics (as a new branch of science, the subject of which is the theory and practice of
using quantum objects for transmission and procession of quantum information), in addition to quantum
information theory and quantum algorithms, includes physics and mathematics of quantum
computers, problems of decoherence description, measurement problems, issues of quantum cryptography,
simulation modeling of quantum systems, quantum intelligence, etc. [
Leading IT companies, in particular, IBM (since 2016), Intel (since 2017), and Microsoft ofer free access
to experimental models of next-generation computers as an Internet service to all interested parties
[
Taking into account the prospects of quantum modeling of complex systems of various nature,
particularly cryptographic, chemical, and economic [
For efective studying of the training material, students are ofered to work with universal and special
software and Internet-services:
1) for building the quantum circuit using drag-and-drop technology in remote mode – Circuit Composer
from IBM Quantum Experience Lab (figure 1, [
The author’s team is developing a set of educational and methodical materials, which includes: • educational and methodical manual; • collection of educational presentations; • collection of educational video podcasts; • electronic workbook; • bank of test tasks.
After finishing the development of a set of educational materials adapted for students, it will be possible to move on to a large-scale experiment on studying the basics of quantum informatics and programming by the lyceum students.
A survey was conducted among computer science teachers of general secondary education institutions to study the expediency and readiness of teachers to teach the course “Fundamentals of quantum informatics and programming” for lyceum students. 26 teachers of Computer Science, Chemistry,
Technology, and Mathematics took part in the survey, the vast majority of them live in a city of regional subordination. The age of teachers who answered the questions was as follows: 7.7% – 25–35 years; 30.8% – 25–35 years, 42.3% – 35–45 years, 15% – 45–55 years; 3.8% – over 55 years.
100% of respondents supported the statement that secondary education should provide up-to-date knowledge and take into account modern achievements of the industry when studying the discipline. All respondents indicated that they use cloud technologies when teaching their subject (65.4% – always, 34.6% – during distance learning). Only one survey participant disagreed with the fact that the training material can and should be adapted according to age.
96.2% of teachers indicated that they are happy to accept the introduction of new sections and topics in the curriculum of the discipline, especially if there is suficient and high-quality methodological support.
Responses from respondent teachers indicate that 88.5% of those who took part in the survey expressed the opinion that they would like to personally take the course “Fundamentals of quantum informatics and programming”, and 38.5% of them said that they had met many publications on this topic and were interested. 61.6% of teachers said that you would ofer a course “Fundamentals of quantum informatics and programming” for applicants for education in your institution. 23.1% refused because, in their opinion, this course would not correspond to the profile of the educational institution where they work. Only 3.8% answered “no”.
The study of the basics of quantum informatics and programming is proposed to be organized either within the framework of a new (experimental) sample module of the same name – “Fundamentals of quantum informatics and programming” – a standard-level program for pupils of 10-11th grades, or, in an extended version, within the framework of the same elective course, the amount of study hours is 17 and 35, respectively.
The purpose of teaching the sample module (elective course) “Fundamentals of quantum informatics and programming” (table 1) there should be the development of the components of computer literacy and information culture of lyceum students through the acquisition of basic theoretical knowledge and practical skills to manage quantum computers as new generation computers.
To achieve this goal (according to the content presented in table 1), it is planned to solve the following tasks: • to form the concepts of “quantum computer”, “qubit”, “quantum superposition”, “quantum logic gate”, “quantum algorithm”, “quantum circuit”, “quantum entanglement”, “quantum programming language”, etc.; • to acquaint with the history of formation, the current state, and development prospects of quantum informatics; • to introduce physical and mathematical foundations of quantum computing; • to study the potential and determine the advantages of quantum computers for solving individual applied problems, modeling problems of complex systems of various nature, etc.; • teach the pupils to implement basic quantum algorithms in special and universal environments with remote and local access.
The expected results of mastering the educational material of the first three lessons – “Digital technologies: history of formation, current state, development prospects”, “Basics of classical computer arithmetic”, and “Basics of classical computer logic” are as follows: • student explains the concepts of digital technologies, classical computers, processor and memory of a classic computer; number system, number system alphabet, basis of the positional number
system; binary message code, length of binary message code, units of measurement for the length of binary message code; • student knows the quantum computer definition, general principles of its structure and functioning, and the peculiarities of its using; • student understands the typical architecture of a classic computer and the general principles of its operation; • student names the units of measurement of the length of the binary message code (bits, bytes, kilobytes, megabytes, gigabytes, terabytes); • student describes the general principles of operation of the processor and internal storage devices; • student is able to convert natural numbers from decimal to binary and vice versa; determine the length of the binary message code; arithmetic addition and multiplication of binary numbers; logical operations not, and, or, xor over binary numbers; • student is aware of the role of existing (classical) digital technologies and the significance of their development prospects. 5. Conclusions 1. The new branch of computer science – quantum computer science – has significant potential for increasing the productivity of cumbersome and secure computing, for reliable storage of their results in scientific fields, in the spheres of logistics, safe trade, and finance. 2. It is proposed to start studying the basics quantum computer science and programming in the school computer science course (obligatory-selective for students of grades 10-11) within the framework of a new (experimental) module (17 hours) according to the lyceum curriculum of the standard level or an elective course (35 hours) of the profile level curriculum. 3. For efective studying of the training material, students are ofered to work with universal and special software and Internet-services – IBM Quantum Experience, Jupyter Notebook using Python programming language (in remote or local access).