Outline

Overview

Modern nanofabrication and characterisation techniques now allow us to build devices that exhibit controllable quantum features and phenomena. We can now demonstrate the thought experiments posed by the founders of quantum mechanics a century ago, as well as explore the newest breakthroughs in quantum theory. We can also develop new quantum technologies, such as quantum computers. This unit will investigate the latest research results in quantum nanoscience across a variety of platforms. You will be introduced to the latest research papers in the field, published in high-impact journals, and gain an appreciation and understanding of the diverse scientific elements that come together in this research area, including materials, nanofabrication, characterisation, and fundamental theory. You will learn to assess an experiment's demonstration of phenomena in quantum nanoscience, such as quantum coherence and entanglement, mesoscopic transport, exotic topological properties, etc. You will acquire the ability to approach a modern research paper in physics, and to critically analyse the results in the context of the wider scientific community. By doing this unit you will develop the capacity to undertake research, experimental and/or theoretical, in quantum nanoscience.

Unit details and rules

Academic unit	Physics Academic Operations
Credit points	6
Prerequisites ?	An average of at least 65 in 144 credit points of units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	A major in physics including third-year quantum physics and third-year condensed matter physics
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	John Bartholomew, john.bartholomew@sydney.edu.au
Lecturer(s)	David Reilly, david.reilly@sydney.edu.au
	John Bartholomew, john.bartholomew@sydney.edu.au
	Tingrei Tan, tingrei.tan@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	Final exam Final exam	40%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Practical skill	Assignment 1 Approximately 5 analytical and numerical modelling problems.	7.5%	Week 03 Due date: 22 Aug 2025 at 23:59 Closing date: 05 Sep 2025	Approximately 8 hours	AI allowed
Outcomes assessed:
Practical skill	Assignment 2 Approximately 5 analytical and numerical modelling problems.	7.5%	Week 06 Due date: 08 Sep 2025 at 23:59 Closing date: 22 Sep 2025	Approximately 8 hours	AI allowed
Outcomes assessed:
Practical skill	Assignment 3 Approximately 5 analytical and numerical modelling problems.	7.5%	Week 08 Due date: 26 Sep 2025 at 23:59 Closing date: 10 Oct 2025	Approximately 8 hours	AI allowed
Outcomes assessed:
Practical skill	Assignment 4 Approximately 5 analytical and numerical modelling problems.	7.5%	Week 11 Due date: 24 Oct 2025 at 23:59 Closing date: 07 Nov 2025	Approximately 8 hours	AI allowed
Outcomes assessed:
Presentation	Presentation Presentation	30%	Week 13 Due date: 07 Nov 2025 at 15:00 Closing date: 12 Nov 2025	30 minutes	AI allowed
Outcomes assessed:

Assessment summary

Assignment 1: This assignment will test your understanding of material covered in Topic 1A (Weeks 1-3: Superconducting quantized circuits)
Assignment 2: This assignment will test your understanding of material covered in Topic 1B (Weeks 3-4: Next generation qubits)
Assignment 3: This assignment will test your understanding of material covered in Topic 2 (Weeks 5-7: Spins in solids)
Assignment 4: This assignment will test your understanding of material covered in Topic 3 (Weeks 10-11: Trapped ions)
Presentation: You will display critical understanding of a research paper by presenting your analysis of the key results and implications of the work, and answering questions.
Final exam: This will consist of a series of short-answer questions and worked problems, related to all material covered in the course.
Final exam: If a second replacement exam is required, this exam may be delivered via an alternative assessment method, such as a viva voce (oral exam). The alternative assessment will meet the same learning outcomes as the original exam. The format of the alternative assessment will be determined by the unit coordinator.

Assessment criteria

Result Name	Mark Range	Description
High Distinction	85-100	At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75-84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65-74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass	50-64	At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
Fail	0-49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	(Weeks 1 - 3) Topic 1A: Superconducting quantized circuits: The theoretical description and experimental observation of strong, dispersive coupling between an artificial superconducting atom and a microwave cavity; Jaynes-Cummings model and its dispersive limit; experimental signatures of strong, dispersive coupling.	Lecture (8 hr)
Week 03	(Weeks 3 - 4) Topic 1B: Next-generation qubits: Designing a good qubit; Qubit depolarisation, dephasing, and leakage; Noise-protected superconducting qubits; Engineering disjoint wavefunctions; 0-Pi qubit engineering; Encoding a qubit in a harmonic oscillator; Fock states, cat states and GKP states; Towards full-scale quantum computing using error correction.	Lecture (4 hr)
Week 05	(Weeks 5 - 7) Topic 2: Spins in solids: Coupled electron spins in semiconductors; fabrication methods and experimental challenges; impact of inhomogeneity and spectral diffusion; spin (Hahn) echo techniques and NMR techniques as applied to spin qubits; coherent manipulation and readout of spins coupled to photonic resonantors; theoretical description and experimental observation of exchange interactions between spins; spin ensemble quantum technology.	Lecture (9 hr)
Week 10	(Weeks 10 - 11) Topic 3: Trapped ions: ion trapping in Paul and Penning traps; chip traps with integrated optics; laser cooling; light matter interaction, Jaynes-Cummings model to the description of an ion in a harmonic trap; entangling gate operations; quantum logic spectroscopy (optical clocks); quantum simulation examples analog and digital; quantum error correction example (basic demonstration of color code).	Lecture (6 hr)
Week 12	(Week 12) Seminars on modern quantum nanoscience papers by HDR students.	Seminar (3 hr)
Week 13	(Week 13) Assessed presentations by honours students.	Presentation (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

D. I. Schuster et al., “Resolving photon number states in a superconducting circuit”, Nature, 445, 515–518 (2010). Primary resource for Topic 1A “Superconducting quantized circuits”. And, A. Gyenis et al., “Moving beyond the transmon: Noise-protected superconducting quantum circuits”, PRX Quantum 2, 030101 (2021). Useful resource for Topic 1B “Next-generation qubits”.
J. R. Petta et al., "Quantum Dots Coherent Manipulation of Coupled Electron Spins in Semiconductor", Science 309, 2180 (2005). And, R. E. Evans et al., “Photon-mediated interactions between quantum emitters in a diamond nanocavity”, Science, 362, 662–665 (2018). Primary resources for Topic 2 “Spins in solids”.
V. M. Schafer et al., “Fast Quantum Logic Gates with Trapped-Ion Qubits”, Nature 555, 75 (2018). Useful resource for Topic 3 “Trapped ions”.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate the background and skills needed to approach modern quantum nanoscience papers in leading research journals.
LO2. Investigate the diverse scientific elements that come together in modern quantum nanoscience research, including materials, nanofabrication, characterisation, and fundamental theory.
LO3. Analyse an experiment's demonstration of phenomena in quantum nanoscience, such as quantum coherence and entanglement, mesoscopic transport, exotic topological properties etc.
LO4. Critically analyse a modern research paper in nanoscience in the context of the wider research field and demonstrate the ability to find and analyse information in the research literature and judge its significance.
LO5. Develop a sense of responsibility, ethical behaviour and independence as a learner and as a scientist.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The schedule has been changed since this unit was last offered. The order in which topics are taught has also been changed.

Additional information

EQUITY, ACCESS AND DIVERSITY STATEMENT

The School of Physics recognises that biases, bullying and discrimination, including but not limited to those based on gender, race, sexual orientation, gender identity, religion and age, continue to impact parts of our community disproportionately. Consequently, the School is strongly committed to taking effective steps to make our environment supportive and inclusive and one that provides equity of access and opportunity for everyone.

The School has three Equity Officers as a point of contact for students who may have a query or concern about any issues relating to equity, access and diversity. If you feel you have been treated unfairly, discriminated against, bullied or disadvantaged in any way, you are encouraged to talk to one of the Equity Officers or any member of the Physics staff.

More information can be found at https://sydney.edu.au/science/schools/school-of-physics/equity-access-diversity.html

Any student who feels they may need a special accommodation based on the impact of a disability should contact Disability
Services: https://sydney.edu.au/study/academic-support/disability-support.html who can help arrange support.

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

PHYS4126: Quantum Nanoscience

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links