Quantum authentication of classical messages

Although key distribution is arguably the most studied context on which to apply quantum cryptographic techniques, message authentication, i.e., certifying the identity of the message originator and the integrity of the message sent, can also benefit from the use of quantum resources. Classically, message authentication can be performed by techniques based on hash functions. However, the security of the resulting protocols depends on the selection of appropriate hash functions, and on the use of long authentication keys. In this paper we propose a quantum authentication procedure that, making use of just one qubit as the authentication key, allows the authentication of binary classical messages in a secure manner.Comment: LaTeX, 6 page

Thermodynamics of strongly interacting fermions in two-dimensional optical lattices

We study finite-temperature properties of strongly correlated fermions in two-dimensional optical lattices by means of numerical linked cluster expansions, a computational technique that allows one to obtain exact results in the thermodynamic limit. We focus our analysis on the strongly interacting regime, where the on-site repulsion is of the order of or greater than the band width. We compute the equation of state, double occupancy, entropy, uniform susceptibility, and spin correlations for temperatures that are similar to or below the ones achieved in current optical lattice experiments. We provide a quantitative analysis of adiabatic cooling of trapped fermions in two dimensions, by means of both flattening the trapping potential and increasing the interaction strength.Comment: 7 pages, 7 figure

Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we are developing a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty-consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test that probes student learning in the first half of a two-semester classical mechanics / math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder.Comment: 4 pages, 3 figures, 1 table; submitted to 2013 Proceedings of the Physics Education Research Conferenc