Gemma Ware, The Conversation

Quantum computers have the potential to solve big scientific problems that are beyond the reach of today’s most powerful supercomputers, such as discovering new antibiotics or developing new materials.

But to achieve these breakthroughs, quantum computers will need to perform better than today’s best classical computers at solving real-world problems. And they’re not quite there yet. So what is still holding quantum computing back from becoming useful?

In this episode of The Conversation Weekly podcast, we speak to quantum computing expert Daniel Lidar at the University of Southern California in the US about what problems scientists are still wrestling with when it comes to scaling up quantum computing, and how close they are to overcoming them.

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Quantum computers harness the power of quantum mechanics, the laws that govern subatomic particles. Instead of the classical bits of information used by microchips inside traditional computers, which are either a 0 or a 1, the chips in quantum computers use qubits, which can be both 0 and 1 at the same time or anywhere in between. Daniel Lidar explains:

“Put a lot of these qubits together and all of a sudden you have a computer that can simultaneously represent many, many different possibilities …  and that is the starting point for the speed up that we can get from quantum computing.”

Faulty qubits

One of the biggest problems scientist face is how to scale up quantum computing power. Qubits are notoriously prone to errors – which means that they can quickly revert to being either a 0 or a 1, and so lose their advantage over classical computers.

Scientists have focused on trying to solve these errors through the concept of redundancy – linking strings of physical qubits together into what’s called a “logical qubit” to try and maximise the number of steps in a computation. And, little by little, they’re getting there.

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In December 2024, Google announced that its new quantum chip, Willow, had demonstrated what’s called “beyond breakeven”, when its logical qubits worked better than the constituent parts and even kept on improving as it scaled up.

Lidar says right now the development of this technology is happening very fast:

“For quantum computing to scale and to take off is going to still take some real science breakthroughs, some real engineering breakthroughs, and probably overcoming some yet unforeseen surprises before we get to the point of true quantum utility. With that caution in mind, I think it’s still very fair to say that we are going to see truly functional, practical quantum computers kicking into gear, helping us solve real-life problems, within the next decade or so.”

Listen to Lidar explain more about how quantum computers and quantum error correction works on The Conversation Weekly podcast.

This episode of The Conversation Weekly was written and produced by Gemma Ware with assistance from Katie Flood and Mend Mariwany. Sound design was by Michelle Macklem, and theme music by Neeta Sarl.

Clips in this episode from Google Quantum AI and 10 Hours Channel.

You can find us on Instagram at theconversationdotcom or via e-mail. You can also subscribe to The Conversation’s free daily e-mail here.

Listen to The Conversation Weekly via any of the apps listed above, download it directly via our RSS feed or find out how else to listen here.

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Gemma Ware, Host, The Conversation Weekly Podcast, The Conversation

This article is republished from The Conversation under a Creative Commons license. Read the original article.

In an exciting opportunity for young minds, NASA is bringing the wonders of space exploration directly to a New Jersey classroom. Students from the Thomas Edison EnergySmart Charter School in Somerset, New Jersey, will have the unique chance to connect with NASA astronaut Nick Hague aboard the International Space Station (ISS). During a 20-minute space-to-Earth call, Hague will answer prerecorded questions from students, focusing on science, technology, engineering, and mathematics (STEM) topics.

The event, scheduled for 11:10 a.m. EST on Tuesday, February 11, will be broadcast live on NASA+, NASA’s streaming platform. This interactive session promises to inspire the next generation of explorers and highlight the importance of STEM education in shaping the future of space exploration.

How to Watch

The live Q&A session will be available to the public, offering a rare glimpse into life aboard the ISS and the work being done to advance human knowledge and capabilities in space. Viewers can tune in via NASA+ or follow NASA’s social media channels for updates and streaming options. For those unable to watch live, the event will likely be archived for later viewing.

Media Coverage

Media representatives interested in covering this event must RSVP by 5 p.m. EST on Thursday, February 6, to Jeanette Allison at [email protected] or 732-412-7643. This is a fantastic opportunity to showcase how NASA is engaging with students and fostering interest in STEM fields.

The International Space Station: A Hub of Innovation

For over 24 years, astronauts have continuously lived and worked aboard the ISS, conducting groundbreaking research and testing technologies that benefit life on Earth and pave the way for future exploration. The station serves as a microgravity laboratory where astronauts perform experiments in fields such as biology, physics, and materials science, while also developing the skills needed for missions to the Moon, Mars, and beyond.

Communication between the ISS and Earth is made possible through NASA’s Space Communications and Navigation (SCaN) program, specifically the Near Space Network, which ensures 24/7 connectivity with Mission Control in Houston. This seamless communication allows astronauts like Nick Hague to share their experiences and insights with audiences worldwide, including students eager to learn about space.

Inspiring the Artemis Generation

This event is part of NASA’s broader efforts to inspire the Artemis Generation—the next wave of explorers who will carry humanity’s mission of discovery forward. Through the Artemis program, NASA aims to return astronauts to the Moon and prepare for future human exploration of Mars. By engaging with students and educators, the agency hopes to ignite curiosity and passion for STEM, ensuring the United States remains a leader in space exploration and innovation.

A Lifelong Impact

For the students at Thomas Edison EnergySmart Charter School, this Q&A session is more than just a chance to ask questions—it’s an opportunity to dream big and see themselves as part of humanity’s journey into the cosmos. By connecting with an astronaut in real-time, they’ll gain a deeper understanding of the challenges and rewards of space exploration, as well as the critical role STEM plays in solving the problems of tomorrow.

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Don’t miss this inspiring event! Tune in on February 11 to witness the magic of space come alive in a New Jersey classroom.

For more information about NASA’s missions, educational initiatives, and streaming options, visit NASA’s official website.

What are your thoughts on NASA’s efforts to engage students in STEM? Share your comments below!

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Leo Porter, University of California, San Diego and Daniel Zingaro, University of Toronto

What do you think there are more of: professional computer programmers or computer users who do a little programming?

It’s the second group. There are millions of so-called end-user programmers. They’re not going into a career as a professional programmer or computer scientist. They’re going into business, teaching, law, or any number of professions – and they just need a little programming to be more efficient. The days of programmers being confined to software development companies are long gone.

If you’ve written formulas in Excel, filtered your email based on rules, modded a game, written a script in Photoshop, used R to analyze some data, or automated a repetitive work process, you’re an end-user programmer.

As educators who teach programming, we want to help students in fields other than computer science achieve their goals. But learning how to program well enough to write finished programs can be hard to accomplish in a single course because there is so much to learn about the programming language itself. Artificial intelligence can help.

Lost in the weeds

Learning the syntax of a programming language – for example, where to place colons and where indentation is required – takes a lot of time for many students. Spending time at the level of syntax is a waste for students who simply want to use coding to help solve problems rather than learn the skill of programming.

As a result, we feel our existing classes haven’t served these students well. Indeed, many students end up barely able to write small functions – short, discrete pieces of code – let alone write a full program that can help make their lives better.

Tools built on large language models such as GitHub Copilot may allow us to change these outcomes. These tools have already changed how professionals program, and we believe we can use them to help future end-user programmers write software that is meaningful to them.

These AIs almost always write syntactically correct code and can often write small functions based on prompts in plain English. Because students can use these tools to handle some of the lower-level details of programming, it frees them to focus on bigger-picture questions that are at the heart of writing software programs. Numerous universities now offer programming courses that use Copilot.

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At the University of California, San Diego, we’ve created an introductory programming course primarily for those who are not computer science students that incorporates Copilot. In this course, students learn how to program with Copilot as their AI assistant, following the curriculum from our book. In our course, students learn high-level skills such as decomposing large tasks into smaller tasks, testing code to ensure its correctness, and reading and fixing buggy code.

Freed to solve problems

In this course, we’ve been giving students large, open-ended projects and couldn’t be happier with what they have created.

For example, in a project where students had to find and analyze online datasets, we had a neuroscience major create a data visualization tool that illustrated how age and other factors affected stroke risk. Or, for example, in another project, students were able to integrate their personal art into a collage, after applying filters that they had created using the programming language Python. These projects were well beyond the scope of what we could ask students to do before the advent of large language model AIs.

Given the rhetoric about how AI is ruining education by writing papers for students and doing their homework, you might be surprised to hear educators like us talking about its benefits. AI, like any other tool people have created, can be helpful in some circumstances and unhelpful in others.

In our introductory programming course with a majority of students who are not computer science majors, we see firsthand how AI can empower students in specific ways – and promises to expand the ranks of end-user programmers.

Leo Porter, Teaching Professor of Computer Science and Engineering, University of California, San Diego and Daniel Zingaro, Associate Professor of Mathematical and Computational Sciences, University of Toronto

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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