Automated Verification of Quantum Protocols using MCMAS

We present a methodology for the automated verification of quantum protocols using MCMAS, a symbolic model checker for multi-agent systems The method is based on the logical framework developed by D'Hondt and Panangaden for investigating epistemic and temporal properties, built on the model for Distributed Measurement-based Quantum Computation (DMC), an extension of the Measurement Calculus to distributed quantum systems. We describe the translation map from DMC to interpreted systems, the typical formalism for reasoning about time and knowledge in multi-agent systems. Then, we introduce dmc2ispl, a compiler into the input language of the MCMAS model checker. We demonstrate the technique by verifying the Quantum Teleportation Protocol, and discuss the performance of the tool.Comment: In Proceedings QAPL 2012, arXiv:1207.055

Fitch's knowability axioms are incompatible with quantum theory

How can we consistently model the knowledge of the natural world provided by physical theories? Philosophers frequently use epistemic logic to model reasoning and knowledge abstractly, and to formally study the ramifications of epistemic assumptions. One famous example is Fitch's paradox, which begins with minimal knowledge axioms and derives the counter-intuitive result that "every agent knows every true statement." Accounting for knowledge that arises from physical theories complicates matters further. For example, quantum mechanics allows observers to model other agents as quantum systems themselves, and to make predictions about measurements performed on each others' memories. Moreover, complex thought experiments in which agents' memories are modelled as quantum systems show that multi-agent reasoning chains can yield paradoxical results. Here, we bridge the gap between quantum paradoxes and foundational problems in epistemic logic, by relating the assumptions behind the recent Frauchiger-Renner quantum thought experiment and the axioms for knowledge used in Fitch's knowability paradox. Our results indicate that agents' knowledge of quantum systems must violate at least one of the following assumptions: it cannot be distributive over conjunction, have a kind of internal continuity, and yield a constructive interpretation all at once. Indeed, knowledge provided by quantum mechanics apparently contradicts traditional notions of how knowledge behaves; for instance, it may not be possible to universally assign objective truth values to claims about agent knowledge. We discuss the relations of this work to results in quantum contextuality and explore possible modifications to standard epistemic logic that could make it consistent with quantum theory.Comment: 22 + 7 page

On Weak Values and Feynman's Blind Alley

Feynman famously recommended accepting the basic principles of quantum mechanics without trying to guess the machinery behind the law. One of the corollaries of the Uncertainty Principle is that the knowledge of probability amplitudes does not allow one to make meaningful statements about the past of an unobserved quantum system. A particular type of reasoning, based on weak values, appears to do just that. Has Feynman been proven wrong by the more recent developments? Most likely not

On Weak Values and Feynman's Blind Alley

Feynman famously recommended accepting the basic principles of quantum mechanics without trying to guess the machinery behind the law. One of the corollaries of the Uncertainty Principle is that the knowledge of probability amplitudes does not allow one to make meaningful statements about the past of an unobserved quantum system. A particular type of reasoning, based on weak values, appears to do just that. Has Feynman been proven wrong by the more recent developments? Most likely not.Quanta 2023; 12: 180–189

Classical Knowledge for Quantum Cryptographic Reasoning

AbstractWe prove that quantum key distribution is secure against several types of attacks within the framework of classical knowledge knowledge for quantum systems, a formal model which was developed in [D'Hondt, E. and P. Panangaden, Reasoning about quantum knowledge, in: Proceedings of the 25th Conference on Foundations of Software Technology and Theoretical Computer Science, LNCS 3821, 2005, p. 0544c (to appear), quant-ph/0507176]. In particular we rephrase security as a logical property and use meta-logic reasoning on the finite state machine corresponding to the quantum key distribution protocol. While these security issues have been studied before, it is the logical-based approach that is original here

A Framework for Understanding the Patterns of Student Reasoning Difficulties in Quantum Mechanics

Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics

A Review of Student Difficulties in Upper-Level Quantum Mechanics

Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels. In addition, learning quantum mechanics can be especially challenging because the paradigms of classical mechanics and quantum mechanics are very different. Here, we review research on student reasoning difficulties in learning upper-level quantum mechanics and research on students' problem-solving and metacognitive skills in these courses. Some of these studies were multi-university investigations. The investigations suggest that there is large diversity in student performance in upper-level quantum mechanics regardless of the university, textbook, or instructor and many students in these courses have not acquired a functional understanding of the fundamental concepts. The nature of reasoning difficulties in learning quantum mechanics is analogous to reasoning difficulties found via research in introductory physics courses. The reasoning difficulties were often due to over-generalizations of concepts learned in one context to another context where they are not directly applicable. Reasoning difficulties in distinguishing between closely related concepts and in making sense of the formalism of quantum mechanics were common. We conclude with a brief summary of the research-based approached that take advantage of research on student difficulties in order to improve teaching and learning of quantum mechanics