615.781.81 - Quantum Information Processing

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• History and Stern-Gerlach Experiment
• Mathematical Review
• Postulates of Quantum Mechanics
• Quantum Key Distribution and Entanglement
• Generalized Measurements and Classical Computer Science
• Computational Complexity and Quantum Circuits
• Universal Quantum Gates
• Quantum Fourier Transforms and Phase Estimation Algorithms
• Shor’s Algorithm and Grover’s Search
• Ensembles of Quantum States
• Quantum Trajectories and Error Models
• Quantum Error Correction Part 1
• Quantum Error Correction Part 2
• Overview of Modern Implementations of Quantum Systems

Course Goals

The goal of this course is to provide students an overview of the rapidly developing field of quantum information processing and then apply that knowledge to implement a program in a quantum programming language. This will provide students the necessary exposure and background for this exciting research area.

Course Learning Outcomes (CLOs)

• Apply the quantum mechanics of two-level quantum systems, such as polarized light, to conceptualize the physical model of a single qubit
• Explain the quantum mechanics of multi-qubit systems, including effects such as entanglement
• Explain how the mathematics of multi-qubit systems relates to the circuit model of quantum computing
• Apply mathematics to explain the power of quantum computing through algorithms such as Grover’s search algorithm, the quantum Fourier transform, and Shor’s factoring algorithm.
• Explain the impact of noise on quantum computing and how quantum error correction can be used to combat this through mathematical models and descriptions
• Program simple quantum algorithms on publicly available quantum computers

Textbooks

Nielsen, M.A. and Chuang, I.L. (2010). Quantum Computation and Quantum Information (10th anniversary ed.). Cambridge University Press.

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.

Required Software

Python

You will need access to a recent version of Python. I recommend the Anaconda release. This is available for free.

Qiskit

You will need the Qiskit library from IBM for programming the IBM quantum computers. This is available for free.

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 1–2 hours per week) as well as some

outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and homework and programming assignments (approximately 4–6 hours per week).

This course will consist of the following basic student requirements:

Preparation and Participation (10% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.

Post your initial response to the discussion questions by the evening of day 5 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I will summarize the overall discussions and post the summary for the module.

For the Quantum Programing Project, participation will be graded by active questions and discussions during the oral presentation sessions. This can occur either live when the presentation is ongoing, or by watching recordings of the sessions and posting to the Discussion Board afterward. Each student is expected to ask at least one question in either format, and the presenters are expected to respond directly to live questions or through the Discussion Board.

Evaluation of preparation and participation is based on contribution to discussions according to the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].
• <70 = F—Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking [rudimentary and superficial; no analysis or insight is displayed].
  

Assignments (60% of Final Grade Calculation)

Assignments will include a mix of quantitative problem sets and programming assignments. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the assumptions, computations, and final answer clearly delineated.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

Assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (35%)
4. Answer is technically correct and is clearly indicated (25%)

• 100–90 = A—All parts of questions are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated.
• 89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated.
• 79–70= C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated.
• <70= F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing.

Quantum Programming Project (30% of Final Grade Calculation)

A quantum programming project will be assigned midway through the course. The final week will be devoted to the project and project presentations.

The Quantum Programming Project is evaluated by the following grading elements:

1. Project report (as described in Quantum Programming Project Guidelines) (40%)
2. Project presentation (as described in Quantum Programming Project Guidelines) (40%)
3. Source code (as described in Quantum Programming Project Guidelines) 20%

Refer to the Quantum Programming Project Guidelines for detailed instructions and grading rubrics.

Grading Policy

Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I will post grades one week after assignment due dates.

For the written assignment due with the project, I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10). 100-98 = A+

97-94 = A

93-90 = A−

89-87 = B+

86-83 = B

82-80 = B−

79-77 = C+

76-73 = C

72-70 = C−

69-67 = D+

66-63 = D

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.