ACIT4321 Quantum Information Technology Course description

Quantum information technology implements quantum phenomena to process information and communicate it beyond the limits of the classical world. According to the EU Quantum Technologies Flagship report, such technology is based on the following pillars:

• Quantum computation
• Quantum communication
• Quantum simulation
• Quantum metrology and sensing

This course will introduce students to the first three of these fields, by equipping them with knowledge of principles, ideas, and methods. Many of these methods are also applicable within several other fields.

Prior knowledge in quantum physics is not required. The first few weeks of the course is dedicated to an introduction to key concepts in quantum physics. These concepts are introduced in a practical manner - with emphasis on simulation and phenomenology rather than theory.

The students will be trained to create their own quantum algorithms, simulate quantum systems, and implement the corresponding programs on classical and quantum computers. By implementing calculations and simulations of quantum systems, the students will learn about the fundamental quantum phenomena and key concepts. Moreover, in order to lay the proper foundation, the fundamental concepts of classical information theory is introduced.

A selection of recently published quantum algorithms and methods, including communication protocols, computational methods of modern quantum physics, and optimization algorithms, will be presented and analysed. Particular focus will be given to applications in data science in order to address research challenges in sustainable systems. Finally, the most recent challenges and particular proof of concept problems, including so-called quantum supremacy, will be addressed.

Følgende to arbeidskrav må være godkjent før eksamen kan avlegges:

1. Studentene skal i grupper på to til fire studenter utforme utviklingsmål knyttet til innovasjonspedagogikk og læringsledelse på egen arbeidsplass og lage en plan for hvordan de skal arbeide med dette gjennom studieperioden. Arbeidskravet dokumenteres med en digital presentasjon. Omfang: om lag 12 minutters varighet, der tekst bilder og eventuelt film er dokumentasjonsformen.

2. I grupper på to til fire studenter skal studentene dele erfaringer fra arbeidet med entreprenørielle metoder og læringsledelse, og drøfte ny innsikt og oppdagelser som kan være nyttige å dele med andre kollegaer på egen arbeidsplass. Deretter skal de presentere relevante erfaringer, ny innsikt og oppdagelser for kollegaer på egen arbeidsplass. Arbeidskravet dokumenteres med en digital presentasjon. Dokumentasjonen har et omfang på om lag 10 minutter og består av tekst, bilder og film.

Arbeidskrav som ikke blir godkjent kan omarbeides én gang.

Det er krav om 80 % deltakelse for å kunne gå opp til eksamen. Fravær som overskrider 20 % medfører at studenten ikke får avlegge eksamen. For utfyllende informasjon om arbeidskrav og krav om tilstedeværelse, se programplandelen.

For utfyllende informasjon om arbeidskrav og undervisning med krav om deltakelse, se programplanen.

Students taking the course should be familiar with elementary calculus, including the concepts of complex numbers and numerical methods, and with basic linear algebra. Moreover, the students should be in command of a programming language/computing environment such as, e.g., Python, MATLAB or C(++).

In this regard, it is worth mentioning that some relevant mathematical and numerical concepts will be revised during the the first lectures.

A student who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

On successful completion of the course the student

• is familiar with fundamental key concepts within information theory such as Shannon Entropy, noiseless and noisy-channel coding theorems, and optimal coding algorithms.
• knows what a qubit is and how the information content grows when qubits are connected.
• is familiar with the elementary operations, or gates, of quantum computing - including gates such as the Hadamard gate and CNOT.
• knows the present state of the art when it comes to existing quantum computers.
• can implement simple quantum algorithms and run them on actual quantum computers.
• knows basic quantum communication protocols such as key distributions and secret sharing and understands the ideas behind them
• is familiar with several methods, such as Shor’s algorithm and quantum annealing, which enables quantum computers to solve problems considerably faster than classical computers.
• is familiar with how quantum technology affects traditional encryption schemes, and provides novel ones.

Skills

On successful completion of the course the student

• is able to model and simulate numerically simple quantum systems and processes - both on classical and quantum computers.can independently devise, implement and run calculations and simulations of simple quantum systems.
• can design her/his own quantum algorithms.

General competence

On successful completion of the course the student

• is familiar with several phenomena specific to quantum physics - such as quantization, particle interference, collapse of the wave function, particle spin, entanglement and decoherence - and how they may manifest themselves within quantum computing.
• is familiar with how information may be described by quantitative means - both within a classical and a quantum context.
• knows how to revise and improve on implementations of quantum programs.
• can address some of the practical challenges related to building quantum computers.
• knows the importance of quantum computing within information technology and the open challenges yet to be solved in this scope.

The teaching is organized in sessions where the subject material is presented, and in sessions where the students solve problems on their laptops and prototype quantum computers. The latter is done using online cloud platforms currently provided by enterprises such as, e.g., IBM and D-Wave. Between these sessions, the students are expected to work independently, using their computers, access to quantum computers, and course notes.

In the last stage of the cource, the students are required to complete and present an individual project that involves (i) simulation of a quantum system/process, (ii) simulation of a quantum communications protocol, or (iii) creation of a quantum code and its implementation on a quantum processor using an online cloud platform. The project should be concluded by submitting a report which provides a description of the project, its motivation and implementation, and an analysis the obtained results.

None

The assessment will be based on a portfolio of the following:

• One individual project delivery consisting of a report (2000 - 4000 words)
• An individual oral examination (30 minutes)

The portfolio will be assessed as a whole and cannot be appealed.

New/postponed exam

In case of failed exam or legal absence, the student may apply for a new or postponed exam. New or postponed exams are offered within a reasonable time span following the regular exam. The student is responsible for registering for a new/postponed exam within the time limits set by OsloMet. The Regulations for new or postponed examinations are available in Regulations relating to studies and examinations at OsloMet.

In the event of a postponed examination in this course the exam may be held as an oral exam. Oral exams cannot be appealed.

Emne 1: INP6100 Læringsledelse i innovasjonsprosesser (15 studiepoeng).

Management of Learning in Innovation Processes

Innovasjonspedagogikk og innovasjonskompetanse er nødvendig å tilegne seg i vår tid der endringer skjer raskt, og samfunnet er i kontinuerlig endring. Emnet vektlegger videreutvikling av studentenes evne til å samarbeide bredt og legge til rette for læring på en måte som fanger interesse og motivasjon hos både elever og aktuelle samarbeidspartnere i videregående opplæring.

Opptak på programmet.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har

• bred kunnskap om hvordan entreprenørielle holdninger og ferdigheter utvikles i individet
• bred kunnskap og forståelse for hvordan innovasjonsmetodikk kan fremme utvikling av yrkesfagene
• bred kunnskap om skole- og arbeidsliv, og årsaker til frafall (fra skole- og arbeidsliv)
• kunnskap om ungdomskultur

Ferdigheter

Studenten kan

• anvende ulike innovative og entreprenørielle strategier for utvikling av aktiviteter og tiltak, eksempelvis bygging av nettverk og samarbeid med lokalt arbeidsliv
• lede innovative og entrepreniørielle læreprosesser i en mangfoldig elevgruppe
• formidle sentralt fagstoff digitalt, muntlig og skriftlig

Generell kompetanse

Studenten kan

• reflektere over etiske utfordringer i møte med en sammensatt elevgruppe
• i samarbeid med kollegaer, bidra til utvikling av et godt læringsmiljø for alle elever
• anvende forskningsbasert kunnskap i sitt arbeid med innovasjonsprosesser og læringsledelse

Se punkt om arbeids- og undervisningsformer i programplanen.

Alle hjelpemidler er tillatt.