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Register a new userQuantum cryptography in the aspect of popularization of science and development of professional and technical qualifications
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Added by
Lyudmila Stefanenko
Publication date
2021
fields
Physics
and research's language is
English
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The aura of mystery surrounding quantum physics makes it difficult to advance quantum technologies. Demystification requires methodological techniques that explain the basics of quantum technologies without metaphors and abstract mathematics. The article provides an example of such an explanation for the BB84 quantum key distribution protocol based on phase coding. This allows you to seamlessly get acquainted with the real cryptographic installation QRate, used at the WorldSkills competition in the competence of Quantum Technologies.
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The fundamental principles of quantum mechanics are considered to be hard for understanding by unprepared listeners, many attempts of its popularization turned out to be either difficult to grasp or incorrect. We propose quantum cryptography as a very effective tool for quantum physics introduction as it has the desired property set to intrigue students and outline the basic quantum principles. A modular desktop quantum cryptography setup that can be used for both educational and research purposes is presented. The carried out laboratory and field tests demonstrated usability and reliability of the developed system.
The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline to Mastery is an NSF-funded, learner-centered professional development program that seeks to capitalize on teachers knowledge and experience to move physics teachers toward mastery in their fields. Teacher participants in this teacher-driven program choose their own goals and areas of growth. One of these areas has been the development and implementation of inquiry-oriented curriculum, as well as the adaptation of traditional lessons toward a greater inquiry orientation. Results indicate that teachers conceptions of inquiry teaching and learning have become more expert-like as they have engaged in teacher participant-driven experiences in the pursuit of greater understanding and more effective classroom practice.
This comment was solicited by Physics in Canada and will appear alongside the article by Richard Mackenzie [arXiv:0807.3670] in the next issue.
This STEM education study investigates the Streamline to Mastery professional development program, in which teachers work in partnership with university researchers to design professional development opportunities for themselves and for fellow teachers. Our research describes the process of teacher professional growth both through changes in agency and through a shared pursuit of an improved understanding of classroom scientific inquiry. Videos, emails, lesson reflections, survey responses, and interviews were analyzed to glean insight into changes in teacher discourse around inquiry and into their shifts in participation within the professional community they established. Implications for professional development in STEM education are discussed.
The science fiction film, Interstellar, tells the story of a team of astronauts searching a distant galaxy for habitable planets to colonize. Interstellars story draws heavily from contemporary science. The film makes reference to a range of topics, from established concepts such as fast-spinning black holes, accretion disks, tidal effects, and time dilation, to far more speculative ideas such as wormholes, time travel, additional space dimensions, and the theory of everything. The aim of this article is to decipher some of the scientific notions which support the framework of the movie.
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