Five Starter Pieces: Quantum Information Science via Semidefinite Programs

The ability to transfer information securely is essential in the modern world we live in. While the field of cryptography has long researched ways to do this, events over the last couple of years have brought the issues of secure information transfer squarely into the public eye. As a consequence, security and cryptography have quickly become issues of social and political importance, sparking debates about the values of privacy and the role of government. An essential ingredient of modern cryptography is the generation of randomness: cryptographic techniques are built on the premise that one has access to random bits. It is well known, however, that computers cannot produce algorithmically random sequences – that is, sequences with maximal algorithmic information content – but are doomed to produce 'pseudorandomness'. This lack of randomness can be, and has been, exploited to compromise security, see [4]. The active field of quantum information theory has proposed approaches to provide supposedly 'unbreakable' security by exploiting various quantum phenomena. This security unfortunately relies on assumptions about the nature of quantum measurements and their ability to generate random bits. Anton Zeilinger summarises this by postulating that the simplest quantum systems, qubit, can hold only one bit of classical information [6]. This foundational principle is in line with a wider paradigm shift to view quantum information as an extension of classical information, but it is nonetheless unsatisfying to simply postulate this principle, given its importance in determining the practical advantages of quantum information theory. In order to understand better how quantum mechanics can help generate meaningful information, we instead look to relate the outcomes of quantum measurements to formal properties of the system based on more fundamental assumptions. Indeed, we have shown that a) some of the postulated properties of quantum information follow from the formal structure of the theory and b) a purely formal notion of information within a quantum world can generate, via measurement, meaningful and useful information in the macroscopic world (for example, in cryptography). The indeterminism of quantum measurements can be formalised via the notion of value indefiniteness. To explain this concept, let us consider an arbitrary quantum system and ask whether the outcome of a measurement of any observable quantity A (such as the energy of the system, its angular momentum (spin), etc.) is determined prior to the measurement. If this is the case, then we say the observable is value definite with value v(A); otherwise, the observable is value indefinite and v(A) is undefined. Mathematically, one can reduce all observable quantities to so-called projection observables, which can only take the values 0 or 1. Thus, the question of whether the outcome of several measurements can be simultaneously determined in advance can be rephrased in terms of the information 'carried' by a particular system in a definite quantum state. Classically, one expects that all quantities are determined in advance, and hence all observables are value definite. Quantum mechanically, however, the belief is that this is not the case, and the information content of quantum systems is limited. Formulating carefully the notion of value indefiniteness allows us to formalise the notion of (quantum) indeterminism; however, this doesn't help clarify whether quantum systems are indeed value indefinite or not. Staying in this formal framework, the Kochen-Specker theorem [5] provides a first positive result, showing that at least some observables must be value indefinite if one makes the assumption known as non-contextuality, which states that any definite values that exist must be independent of other compatible measurements that may or may not be performed on the system. Under the same assumption, this theorem can be strengthened to show that only one single observable can have the definite value 1 (see [2]). Furthermore, only observables that can be measured simultaneously with this single one can have the definite value 0; the rest must all be value indefinite. Since the preparation of a system involves precisely ensuring that, usually via measurement, the system is in a definite state with respect to some desired observable, this result shows that no other incompatible observable can be value definite. That is, preparing a system in a definite state by making the 'preparation' observable value definite specifies completely the information content of the quantum system. This is an example of syntactical quantum information acquiring meaning at the level of the quantum itself. Can the syntactical information at the level of the quantum generate meaning outside the quantum, that is, at the macroscopic level? The results cited above hold in the Hilbert-space framework of quantum mechanics and are formulated only in terms of a syntactical notion of information. Their real importance becomes evident when one interprets them in the context of quantum measurements. Specifically, if we prepare a quantum system in a known state, they allow us to 'locate' observables which we can measure, but which are value indefinite; that is, observables whose measurement results are not specified by any pre-existing property of the quantum system. Furthermore, with respect to a mathematical model of unpredictability which we developed in [3], the results of these measurements can be shown to be absolutely unpredictable. In this way we get a mathematical explanation and justification of the largely accepted intuition that quantum mechanics is inherently unpredictable, and that this unpredictability arises from the phenomenon of indefiniteness within the quantum world. Furthermore, if one considers a hypothetical infinite sequence generated by the repeated measurement of a quantum value indefinite observable, one can prove that these sequences must be strongly incomputable, technically 'bi-immune' [1]. Such sequences cannot be generated by any Turing machine or classical computer, showing that value indefiniteness leads to a clear classical/quantum split in a purely algorithmic context. Importantly, bi-immunity is a property of observed, macroscopic quantities, quite separate from the quantum framework in which the value indefiniteness is formalised. This form of macroscopic meaning created from the lack of syntactic information is precisely the scenario that quantum random number generators try to create, and which is essential for the development and certification of quantum cryptographic systems. The fact that the macroscopic information created goes beyond anything classically obtainable serves as a valuable practical resource, outside of and removed from the quantum formalism. To conclude, quantum information creates meaning within the quantum and via measure- ment, the lack of information within the quantum, creates meaning and valuable information at the macroscopic level. Acknowledgments The second author thanks Prof. S. Marcus for useful conversations on quantum information theory. This work was supported in part by Marie Curie FP7-PEOPLE-2010-IRSES Grant RANPHYS. References and Notes Abbott, A.A.; Calude, C.S.; Svozil, K. Strong Kochen-Specker theorem and incomputability of quantum randomness. Physical Review A 2012, 86, 062109. Abbott, A.A.; Calude, C.S.; Svozil, K. Value-indefinite observables are almost everywhere. Physical Review A 2013, 89, 032109. Abbott, A.A.; Calude, C.S.; Svozil, K. On the unpredictability of individual quantum measurement outcomes. CDMTCS Research Report 2014, 458. Calude, C.S. Quantum randomness & cryptology. CyberTalk 2013, 3, 42–43. Kochen, S.; Specker, E. The problem of hidden variables in quantum mechanics. Journal of Mathematics and Mechanics 1967, 17, 59–87. Zeilinger, A. A foundational principle for quantum mechanics. Foundations of Physics 1999, 29(4),631–643.

Semidefinite programming (SDP) covers a wide range of applications such as robust optimization, polynomial optimization, combinatorial optimization, system and control theory, financial engineering, machine learning, quantum information and quantum chemistry. In those applications, SDP problems can be large scale easily. Such large scale SDP problems often satisfy a certain sparsity characterized by a chordal graph structure. This sparsity is classified in two types. The one is the domain space sparsity (d-space sparsity) for positive semidefinite symmetric matrix variables involved in SDP problems, and the other the range space sparsity (r-space sparsity) for matrix-inequality constraints in SDP problems. In this short note, we survey how we exploit these two types of sparsities to solve large scale linear and nonlinear SDP problems. We refer to the paper [7] for more details.

Quantum computing is a multidisciplinary field at the intersectionof quantum physics, computer science, and mathematics, aiming to har-ness quantum mechanical phenomena for computational advantage. Thisarticle provides a comprehensive review of both the foundational princi-ples and advanced theoretical models of quantum computing. We beginwith the basic framework of quantum computation, introducing the con-cept of qubits as two-level quantum systems, the linear algebra of Hilbertspaces, Dirac’s bra–ket notation, and the postulates of quantum mechan-ics (state superposition, unitary evolution, and projective measurement).We then discuss quantum logic gates and circuits, highlighting how clas-sical reversible computation principles extend to universal quantum gatesets. Next, we survey key quantum algorithms (from Shor’s factoring toGrover’s searching and beyond) and the complexity-theoretic implicationsof quantum computers, contrasting the class BQP with classical complex-ity classes. We cover the theoretical foundations of quantum error cor-rection and fault tolerance, explaining how quantum information can beprotected from decoherence using redundancy and how fault-tolerant pro-tocols can, in principle, allow scalable quantum computation despite noisyhardware. We then explore advanced models and paradigms of quantumcomputation, including measurement-based quantum computing (one-wayquantum computing), topological quantum computation with anyons, adi-abatic quantum computing and quantum annealing, continuous-variablequantum computing, and related approaches. We also provide an overviewof quantum information theory as it relates to computation, discussingentanglement, quantum entropy, and information-theoretic limits like theHolevo bound. Finally, we review the leading physical implementations(quantum hardware models) of quantum computers—trapped ions, super-conducting circuits, photonic systems, solid-state spin qubits, and oth-ers—outlining the challenges and achievements of each approach.

Entanglement is a key resource in the emerging field of Quantum Information. The strong correlations between systems described by an entangled state allow us to perform certain tasks more efficiently than it would be possible by using only classical resources. This is why the characterization of entanglement is one of the most important problems in Quantum Information. In this thesis, we analyze several aspects of entanglement. First, we introduce a new family of criteria to determine if a bipartite mixed state is entangled or not. This family consists of a sequence of tests that can be implemented efficiently, and has the property that all entangled states can be detected by some test in the sequence. Each test in the family can be stated as a semidefinite program, which is a class of convex optimization problems. The duality structure of these programs allows us to explicitly construct an entanglement witness that proves entanglement of a state, whenever the state fails one of the tests in the sequence. The entanglement witnesses constructed in this manner have well-defined algebraic properties that can be used to give a characterization of the interior of the set of all possible entanglement witnesses, as well as the set of strictly positive bihermitian forms and the set of strictly positive maps. We also study deterministic transformations of three-qubit pure state when only local operations and classical communication (LOCC) are allowed. We derive strong constraints that the operations and states involved must satisfy, and we apply these results to characterize the set of real states that can be obtained from the GHZ state by LOCC.

Following their divorce, Alice and Bob would like to split some of their possessions by flipping a coin. Unwilling to meet in person, and without a trusted third party, they must figure out a scheme to flip the coin over a telephone that guarantees that neither party can cheat. The preceding scenario is the traditional definition of two-party coin-flipping. In a classical setting, without limits on the available computational power, one player can always guarantee a coin-flipping victory by cheating. However, by employing quantum communication it is possible to guarantee, with only information-theoretic assumptions, that neither party can win by cheating, with a probability greater than two thirds. Along with the description of such a protocol, this thesis derives a tight lower bound on the bias for a large family of quantum weak coin-flipping protocols, proving such a protocol optimal within the family. The protocol described herein is an improvement and generalization of one examined by Spekkens and Rudolph. The key steps of the analysis involve Kitaev's description of quantum coin-flipping as a semidefinite program whose dual problem provides a certificate that upper bounds the amount of cheating for each party. In order for such quantum protocols to be viable, though, a number of practical obstacles involving the communication and processing of quantum information must be resolved. In the second half of this thesis, a scheme for processing quantum information is presented, which uses non-abelian anyons that are the magnetic and electric excitations of a discrete-group quantum gauge theory. In particular, the connections between group structure and computational power are examined, generalizing previous work by Kitaev, Ogburn and Preskill. Anyon based computation has the advantage of being topological, which exponentially suppresses the rate of decoherence and the errors associated with the elementary quantum gates. Though no physical systems with such excitations are currently known to exist, it remains an exciting open possibility that such particles could be either engineered or discovered in exotic two-dimensional systems.

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

How well can multiple incompatible observables be implemented by a single measurement? This is a fundamental problem in quantum mechanics with wide implications for the performance optimization of numerous tasks in quantum information science. While existing studies have been mostly focusing on the approximation of two observables with a single measurement, in practice multiple observables are often encountered, for which the errors of the approximations are little understood. Here we provide a framework to study the implementation of an arbitrary finite number of observables with a single measurement. Our methodology yields novel analytical bounds on the errors of these implementations, significantly advancing our understanding of this fundamental problem. Additionally, we introduce a more stringent bound utilizing semi-definite programming that, in the context of two observables, generates an analytical bound tighter than previously known bounds. The derived bounds have direct applications in assessing the trade-off between the precision of estimating multiple parameters in quantum metrology, an area with crucial theoretical and practical implications. To validate the validity of our findings, we conducted experimental verification using a superconducting quantum processor. This experimental validation not only confirms the theoretical results but also effectively bridges the gap between the derived bounds and empirical data obtained from real-world experiments. Our work paves the way for optimizing various tasks in quantum information science that involve multiple noncommutative observables.

The Symmetries of Quantum and Classical Information. The Ressurected “Ether" of Quantum Information

Designed for a two-semester advanced undergraduate or graduate level course, this distinctive and modern textbook provides students with the physical intuition and mathematical skills to tackle even complex problems in quantum mechanics with ease and fluency. Beginning with a detailed introduction to quantum states and Dirac notation, the book then develops the overarching theoretical framework of quantum mechanics, before explaining physical quantum mechanical properties such as angular momentum and spin. Symmetries and groups in quantum mechanics, important components of current research, are covered at length. The second part of the text focuses on applications, and includes a detailed chapter on quantum entanglement, one of the most exciting modern applications of quantum mechanics, and of key importance in quantum information and computation. Numerous exercises are interspersed throughout the text, expanding upon key concepts and further developing students' understanding. A fully worked solutions manual and lecture slides are available for instructors.

Designed for a two-semester advanced undergraduate or graduate level course, this distinctive and modern textbook provides students with the physical intuition and mathematical skills to tackle even complex problems in quantum mechanics with ease and fluency. Beginning with a detailed introduction to quantum states and Dirac notation, the book then develops the overarching theoretical framework of quantum mechanics, before explaining physical quantum mechanical properties such as angular momentum and spin. Symmetries and groups in quantum mechanics, important components of current research, are covered at length. The second part of the text focuses on applications, and includes a detailed chapter on quantum entanglement, one of the most exciting modern applications of quantum mechanics, and of key importance in quantum information and computation. Numerous exercises are interspersed throughout the text, expanding upon key concepts and further developing students' understanding. A fully worked solutions manual and lecture slides are available for instructors.

Designed for a two-semester advanced undergraduate or graduate level course, this distinctive and modern textbook provides students with the physical intuition and mathematical skills to tackle even complex problems in quantum mechanics with ease and fluency. Beginning with a detailed introduction to quantum states and Dirac notation, the book then develops the overarching theoretical framework of quantum mechanics, before explaining physical quantum mechanical properties such as angular momentum and spin. Symmetries and groups in quantum mechanics, important components of current research, are covered at length. The second part of the text focuses on applications, and includes a detailed chapter on quantum entanglement, one of the most exciting modern applications of quantum mechanics, and of key importance in quantum information and computation. Numerous exercises are interspersed throughout the text, expanding upon key concepts and further developing students' understanding. A fully worked solutions manual and lecture slides are available for instructors.

Designed for a two-semester advanced undergraduate or graduate level course, this distinctive and modern textbook provides students with the physical intuition and mathematical skills to tackle even complex problems in quantum mechanics with ease and fluency. Beginning with a detailed introduction to quantum states and Dirac notation, the book then develops the overarching theoretical framework of quantum mechanics, before explaining physical quantum mechanical properties such as angular momentum and spin. Symmetries and groups in quantum mechanics, important components of current research, are covered at length. The second part of the text focuses on applications, and includes a detailed chapter on quantum entanglement, one of the most exciting modern applications of quantum mechanics, and of key importance in quantum information and computation. Numerous exercises are interspersed throughout the text, expanding upon key concepts and further developing students' understanding. A fully worked solutions manual and lecture slides are available for instructors.

Designed for a two-semester advanced undergraduate or graduate level course, this distinctive and modern textbook provides students with the physical intuition and mathematical skills to tackle even complex problems in quantum mechanics with ease and fluency. Beginning with a detailed introduction to quantum states and Dirac notation, the book then develops the overarching theoretical framework of quantum mechanics, before explaining physical quantum mechanical properties such as angular momentum and spin. Symmetries and groups in quantum mechanics, important components of current research, are covered at length. The second part of the text focuses on applications, and includes a detailed chapter on quantum entanglement, one of the most exciting modern applications of quantum mechanics, and of key importance in quantum information and computation. Numerous exercises are interspersed throughout the text, expanding upon key concepts and further developing students' understanding. A fully worked solutions manual and lecture slides are available for instructors.

As a professor of electrical and computer engineering, I consider myself lucky and privileged to educate wonderful undergraduate students, do cutting edge research with exceptional graduate students, and work or collaborate with outstanding colleagues. To be able to reflect on the past and project how we can shape our future, we must unequivocally connect to where we started, in the “why” that makes us move forward when we succeed but most importantly, when we do not. I am a computer engineer, but have become one—or perhaps, even a better one—not despite but because I have started as a potential math major in my teenage years, yet turned to be a computer science graduate. It was when I delved through my computer engineering PhD degree that I put together the beauty of math with the theoretical grounding of computer science, and their direct application to solving concrete engineering problems. This has guided and continues to guide my research, the engineering problems I choose to solve, and the approach I identify for their solution. My work as a researcher for the better part of my career has centered on making computing systems more energy efficient, by adapting them to the applications they run, the users they have, or the environment they operate in. Today, our children and even us take these systems for granted: our phones, smart consumer electronics, or cars all rely on systems that carry more (in fact thousands of times more) computing power than ENIAC, the first computer ever built 70 years ago. I am proud to have been part of the generation that has built the tools that enabled this amazing trend that allows us today to have more smart devices than humans that live on this planet. I am not only proud to have contributed to this inspiring quest but also lucky to have been contemporary to the unprecedented growth and ubiquity of electronic devices. Nevertheless, my path was unlike the vast majority of engineers or scientists you may know.

This Research to Practice Full Paper discusses an approach to motivating graduate computer science and electrical engineering students in the study of quantum computing. The U.S. Congress and other governmental and industrial organizations have recognized that teaching Quantum Computing in university-level Computer Science and Electrical Engineering programs is strategically important for workforce development along with technology development. Success in this endeavor requires generating genuine interest in the topic and motivating potential students. Quantum Computing requires an understanding of relatively difficult related subjects including physics, math and computer science. Many computer science and electrical engineering students shy away from quantum computing because of its complexity. This paper discusses our success with generating interest in quantum computing among graduate students and motivating them through exploring, in related courses, some aspects of quantum computing that have the potential to generate discontinuities. The approach is also examined in terms of the Scientific Learning Cycle as discussed by Wankat & Oreovicz. Opportunities and challenges of adding Quantum Computing to Computer Science and Electrical Engineering programs were studied through a student small group project in a cybersecurity course. The work built on extensive research into the effectiveness of small group projects and the role of “play” in learning. Our small group project on quantum computing was introduced three years ago into a cybersecurity course which is required for all students in our university's Masters in Computer Science and Masters in Electrical Engineering programs. The basic goals of the project are to teach students some basics of quantum computing by allowing them to “play with it” and to alert students to the fact that quantum computing is a rapidly developing new field that they need to follow during at least the next decade. The small group project helped students to explore the potential of quantum computing to substantially undermine current Public Key Cryptography and, at the same time provide a new approach to encryption that is even more secure than Public Key Cryptography. A qualitative analysis of discussions and assigned tasks suggests that this strategy succeeded in generating significant interest in quantum computing among students. They became motivated and immersed in a difficult subject despite the requirement for investment of significant time and effort to understand a complex combination of physics, math and computer science.