Teachers at James H. Bowen High School are using ice cream, cell phones, and card games to explain the complexities of quantum science to students, a shift spurred by a six-week summer program at the University of Chicago Pritzker School of Molecular Engineering. The school benefits from its proximity to the Illinois Quantum and Microelectronics Park, which is currently under construction just a mile away.
“When you’re a public-school science teacher on the South Side of Chicago, you need to make lessons as relevant and as practical as you can,” said Evelyn Alfred, a teacher, “So, you say, ‘Here’s what’s going on behind your phone screens.’” The TeachQuantum program aims to equip educators with the tools to inspire a new generation prepared for the growing quantum industry.
TeachQuantum Program Develops Accessible Quantum Lessons
The TeachQuantum summer program recently concluded a six-week intensive session equipping high school teachers with quantum lesson plans, fostering a new approach to science education. Participants, hailing from across the Midwest, spent time immersed in quantum science laboratories through a collaboration between UChicago Pritzker School of Molecular Engineering and the University of Wisconsin-Madison, supported by funding from the NSF Quantum Leap Challenge Institute for Hybrid Quantum Architectures and Networks.
This immersive experience aims to translate complex quantum concepts into relatable, hands-on activities for students. Deysi Emeterio participated in the program, and teachers are using what they learned to develop lessons that aim to demystify quantum phenomena by illustrating their relevance to everyday technology.
Evelyn Alfred, another participating teacher, emphasized the importance of quantum literacy in the context of artificial intelligence and data centers, stating, “I want them to understand the theories behind these technologies in a way that’s accessible for them,” and further, “I want them to understand that they can take part in this world.” Alfred’s initial work within the program did not result in a successful lesson.
The program provided teachers with dedicated time and resources; one participant noted, “The program gave me the time and space to come up with this prototype, and I’m so glad I made it as practical as I could.” Ultimately, the initiative seeks to prepare students not only to enter the quantum industry but also to grasp the fundamental principles governing the universe around them, as one teacher put it, “So, students will be ready to both join this industry and understand that this is the fundamental nature of the universe in which they exist.”
Our students need to know what’s coming down the pipeline for computer science and communications. They need an understanding of these concepts if they want to be a part of the quantum industry.
Ice Cream & Polarization Demonstrate Quantum Decoherence
The challenge of illustrating quantum decoherence prompted one teacher to turn to a familiar treat; physics instructor James Davenport has been part of the TeachQuantum program since its inception in 2021 and developed a lesson utilizing ice cream sandwiches to demonstrate how environmental factors disrupt quantum states. He inscribed “data” onto the frozen confection, then explained that melting doesn’t erase the information, only render it illegible, mirroring the loss of quantum coherence due to interaction with the surroundings.
Students then designed inexpensive methods to preserve the frozen state, applying the concept practically. This hands-on approach aims to bridge the gap between abstract theory and observable phenomena.
Bowen High School benefits from its proximity to the Illinois Quantum and Microelectronics Park, which is currently under construction only a mile from the high school. The shift towards relatable examples reflects a deliberate effort to lower the barrier to entry for quantum education; Davenport previously employed card games to teach quantum spectroscopy, continually refining his methods to make complex topics understandable.
“It’s much more physical and is something students can apply to their everyday world,” he explained, emphasizing the importance of grounding abstract concepts in tangible experiences. Alfred believes that quantum science “can be made less weird and completely accessible,” and that the program provides the necessary resources to achieve this goal, allowing teachers to move beyond traditional, equation-heavy instruction.
That’s one of the best parts of the program.
Adam Davenport, Physics and Chemistry Teacher at James H. Bowen High School
Local Quantum Industry Inspires High School Curriculum
With teachers actively connecting lessons to potential local employment opportunities due to the proximity of the Illinois Quantum and Microelectronics Park, a campus for quantum technology innovation only a mile from the high school, Bowen High School is preparing students for future careers.
Adam Davenport, who teaches physics and chemistry, explained that students require an understanding of quantum concepts to participate in the emerging industry, stating, “Our students need to know what’s coming down the pipeline for computer science and communications.” The program’s emphasis on relevance extends beyond job prospects, with teachers employing everyday objects to illustrate complex principles.
The TeachQuantum program itself facilitates this by immersing teachers in quantum science laboratories and fostering collaboration among educators, a process Davenport described as eliminating barriers to teaching quantum in high schools, saying, “That helps eliminate another barrier to teaching quantum in high schools.” Beyond the summer program’s immediate impact, the shift towards relatable examples represents a broader effort to make quantum science more accessible. Teachers report that students respond positively to hands-on activities and demonstrations, and that the program has given them the confidence to develop innovative lessons.
One outcome of this is a focus on practical application, with teachers designing experiments that allow students to directly engage with quantum concepts. Alfred believes this approach is essential, stating, “I don’t think it was relevant enough for them,” referring to previous attempts to teach the subject without a clear connection to the students’ lives. The program, she added, “That’s one of the best parts of the program.”
When you’re a public-school science teacher on the South Side of Chicago, you need to make lessons as relevant and as practical as you can.
Evelyn Alfred, Biology and Chemistry Teacher at James H. Bowen High School
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