Analysis of quantum-related textbooks for concepts related to quantum technology

A focus on quantum technology (QT) in education is crucial to building a diverse, skilled quantum workforce. Superposition and entanglement are the foundational quantum mechanical phenomena that undergird QT and their potential advantages. In this work, we examine how the current quantum-related curriculum addresses these topics. We identified six of the most commonly used textbooks in modern physics (MP), quantum mechanics (QM), and quantum computing (QC), and in each book, identified the relevant excerpts where these concepts appear, as well as the contexts in which they are presented. Using an analytic rubric, we then scored the mathematical depth, conceptual depth, and the distribution of these discussions. Discussions of superposition and entanglement were highly varied between texts. Superposition has in-depth discussion in both QC books and in a spin-first QM book. Within wavefunction-first texts for QM and MP, superposition is largely absent, and the closest related concept is interference in the context of wave-particle duality. Entanglement has extended coverage in QC texts, brief coverage in QM texts, and is absent in MP texts. Our work shows that the choice of spin-first vs wavefunction-first texts is not merely about representations or about whether to start with discrete vs continuous systems, but has larger implications around key concepts for QT. Such choices may impact students' preparation for future learning in quantum computing and other QT.