An ion trap teaching experimental observation device

Abstract

This invention discloses an ion trap teaching experiment observation device, including an observation box, an ion trap housed within the observation box, and a laser. The ion trap includes a linear ion trap and a ring-shaped ion trap. The observation box is a transparent, insulating box. The observation box has electrical ports for introducing AC and DC voltage sources to the electrodes of the ion trap. The observation box also has a first air blowing pipe port and a second air blowing pipe port. The first air blowing pipe port is used to install a first air blowing pipe to blow charged particles into the linear ion trap. The second air blowing pipe port is used to install a second air blowing pipe to blow charged particles into the ring-shaped ion trap. Two lasers are provided, one on each side of the linear ion trap and the other on the ring-shaped ion trap, for irradiating the trapped charged particles. This invention clearly demonstrates the flexibility of trapping physics based on radio frequency electromagnetic fields and symmetry.

Description

Technical Field

[0001] This utility model relates to the field of ion trap teaching demonstration experimental devices, specifically to an ion trap teaching demonstration device that is extremely simplified, easy to operate, and demonstrates both linear and annular trapping methods. Background Technology

[0002] According to Earnshaw's theorem, an electrostatic field alone cannot stably trap charged particles. In 1953, German physicists Wolfgang Paul and Hans Dehmelt invented the Paul Trap (also known as a quadrupole ion trap), which uses a high-frequency alternating electric field to trap ions. The Paul Trap consists of hyperboloid electrodes and generates a dynamically stable potential well through an RF voltage. This innovation earned Wolfgang Paul and Hans Dehmelt a shared Nobel Prize in Physics in 1989.

[0003] In the decades following the successful practical application of ion trap technology, various improvements have emerged, with typical applications mainly focusing on the following three types:

[0004] 1. Ion traps are used in mass spectrometry analysis, becoming an important tool for chemical analysis and substance detection.

[0005] 2. Ion traps are used in the manufacture of atomic clocks, creating one of the most accurate time measurement devices in the world.

[0006] 3. Ignacio Cirac and Peter Zoller proposed an ion trap quantum computing scheme, which uses trapped ions as qubits and realizes quantum logic gates through laser manipulation.

[0007] Even today, ion traps remain highly promising, especially in the fields of quantum computing and quantum precision measurement, where they may lead to even more groundbreaking advancements.

[0008] Ion traps not only play a vital role in high-precision scientific research, but are also widely used in physics and chemistry education. The development of educational ion trap devices allows students to intuitively understand fundamental physics concepts such as ion dynamics in electromagnetic fields and quantum manipulation in a laboratory environment.

[0009] In the early 1990s, institutions such as Rice University and UC Berkeley in the United States began designing low-cost Paul trap teaching experiments, using standard vacuum components and simple radio frequency power supplies. In the early 2000s, some European universities developed desktop Penning traps to measure electron cyclotron frequencies, helping students understand the motion of ions in magnetic fields. After 2010, several companies launched modular ion trap experimental kits, integrating vacuum chambers, radio frequency power supplies, and fluorescence detection systems, suitable for university physics experimental courses. In 2022, QuEra and IonQ in the United States collaborated with universities to launch the "Quantum Bit Experiment Platform," allowing students to remotely operate real ion trap quantum computers.

[0010] These educational demonstrations are primarily aimed at graduate and undergraduate students at prestigious universities, and are relatively expensive, making them unsuitable for widespread adoption by general primary, secondary, and tertiary students. In 2022, Anhui Taiwei Quantum Technology Co., Ltd. applied for a utility model patent for educational demonstrations, showcasing a frequency- and voltage-adjustable linear ion trap teaching observation device. However, due to the introduction of a signal source, oscilloscope, and optical observation and image acquisition system, the experimental equipment is rather bulky and still relatively expensive, making it difficult to popularize among general primary, secondary, and tertiary students. Utility Model Content

[0011] The purpose of this invention is to overcome the shortcomings of the prior art and provide an ion trap teaching experiment observation device to clearly demonstrate the flexibility of trapping physics based on radio frequency electromagnetic fields and symmetry.

[0012] To achieve the above objectives, the technical solution of this utility model is as follows:

[0013] An ion trap teaching experiment observation device includes an observation box, an ion trap and a laser disposed inside the observation box;

[0014] The ion trap includes linear ion traps and annular ion traps;

[0015] The observation box is a transparent insulating box; the observation box is provided with electrical holes for introducing AC and DC voltage sources into the electrodes of the ion trap of the observation box; the observation box is also provided with a first air blowing pipe hole and a second air blowing pipe hole; the first air blowing pipe hole is used to install a first air blowing pipe to blow charged particles into the linear ion trap; the second air blowing pipe hole is used to install a second air blowing pipe to blow charged particles into the annular ion trap.

[0016] Two lasers are provided, one on each side of the linear ion trap and the other on the ring ion trap, for irradiating the trapped charged particles.

[0017] Optionally, the ion trap teaching experiment observation device further includes a step-up transformer and a DC switching power supply; the step-up transformer is used to connect to the mains power supply to upgrade the 220V, 50Hz mains power supply to an AC voltage source with a first target voltage; the DC switching power supply is used to connect to the mains power supply to convert the 220V, 50Hz mains power input into a DC voltage source with a second target voltage.

[0018] Optionally, both the step-up transformer and the DC switching power supply are housed in an insulated electrical box.

[0019] Optionally, the step-up transformer and the switch at the connection point between the DC switching power supply and the mains power have built-in switching fuses.

[0020] Optionally, the linear ion trap includes a plurality of parallel electrode rods and nuts at both ends of the electrode rods, with each electrode rod uniformly surrounding the same central axis.

[0021] Optionally, the annular ion trap includes two spherical electrodes arranged opposite each other and an annular electrode disposed between the two spherical electrodes.

[0022] Optionally, the first target voltage is 2000V-3000V.

[0023] Optionally, the second target voltage is 40V-110V.

[0024] Compared with the prior art, the advantages of this utility model are as follows:

[0025] The ion trap teaching experiment observation device provided by this utility model can simultaneously demonstrate two trapping methods: a linear quadrupole field and a ring radio frequency trap. Based on the purpose of teaching demonstration, it clearly demonstrates the flexibility of trapping physics based on radio frequency electromagnetic fields and symmetry. Moreover, its simple structure eliminates all unnecessary redundancy, making the demonstration device miniaturized, portable, and easy to operate. The clear and concise device structure makes this utility model highly suitable for popular science experiments in primary, secondary, and tertiary schools. Attached Figure Description

[0026] Figure 1 This is a schematic diagram of the appearance of the observation box provided in an embodiment of the present utility model;

[0027] Figure 2 A schematic diagram of the ion trap and laser components provided in an embodiment of this utility model;

[0028] Figure 3 This diagram shows the connection between the step-up transformer, the DC switching power supply, and the switching fuse.

[0029] Figure 4This is a schematic diagram of the overall effect of the ion trap teaching experiment observation device provided in this embodiment of the utility model;

[0030] In the diagram: 1. Electrode rod; 2. Nut; 3. Spherical electrode; 4. Ring electrode; 5. Laser; 6. Second air blowing pipe hole; 7. First air blowing pipe hole; 8. Step-up transformer; 9. DC switching power supply; 10. Switching fuse; 100. Observation box; 200. Electrical box; Detailed Implementation

[0031] Example:

[0032] To make the above-mentioned objectives, features, and advantages of this application more apparent and understandable, the specific embodiments of this application are described in detail below with reference to the accompanying drawings. Many specific details are set forth in the following description to provide a thorough understanding of this application. However, this application can be implemented in many other ways different from those described herein, and those skilled in the art can make similar modifications without departing from the spirit of this application. Therefore, this application is not limited to the specific embodiments disclosed below.

[0033] In the description of this application, it should be understood that if the terms "center", "longitudinal", "lateral", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential", etc. appear, these terms indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings, and are only for the convenience of describing this application and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation, and therefore should not be construed as a limitation of this application.

[0034] Furthermore, where the terms "first" and "second" appear, these terms are for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of technical features indicated. Thus, a feature defined as "first" or "second" may explicitly or implicitly include at least one of that feature. In the description of this application, where the term "multiple" appears, "multiple" means at least two, such as two, three, etc., unless otherwise explicitly specified.

[0035] In this application, unless otherwise expressly specified and limited, the terms "installation," "connection," "joining," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can be a mechanical connection or an electrical connection; they can be a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components, unless otherwise expressly limited. Those skilled in the art can understand the specific meaning of the above terms in this application according to the specific circumstances.

[0036] In this application, unless otherwise expressly specified and limited, the use of descriptions such as "above" or "below" the second feature indicates that the first and second features are in direct contact, or indirect contact via an intermediate medium. Furthermore, "above," "on top of," and "over" the second feature can mean that the first feature is directly above or diagonally above the second feature, or simply that the first feature is at a higher horizontal level than the second feature. Similarly, "below," "below," and "under" the second feature can mean that the first feature is directly below or diagonally below the second feature, or simply that the first feature is at a lower horizontal level than the second feature.

[0037] It should be noted that if an element is referred to as being "fixed to" or "set on" another element, it can be directly on the other element or there may be an intervening element. If an element is considered to be "connected to" another element, it can be directly connected to the other element or there may be an intervening element. If so, the terms "vertical," "horizontal," "upper," "lower," "left," "right," and similar expressions used in this application are for illustrative purposes only and do not represent the only possible implementation.

[0038] See Figure 1 As shown, the ion trap teaching experiment observation device provided in this embodiment includes an observation box 100, an ion trap and a laser 5 disposed in the observation box 100.

[0039] The ion trap includes a linear ion trap and a ring ion trap. The linear ion trap is used to demonstrate the linear quadrupole field trapping method, and the ring ion trap is used to demonstrate the ring radio frequency trapping method. Thus, for the purpose of teaching demonstration, it clearly demonstrates the flexibility of trapping physics based on radio frequency electromagnetic fields and symmetry.

[0040] The observation box 100 is an insulated box made of transparent acrylic sheet to facilitate observation and demonstration of both linear and annular confinement methods. The observation box is equipped with electrical holes for introducing AC and DC voltage sources to the electrodes of the ion trap. It also features a first air-blowing pipe hole 7 and a second air-blowing pipe hole 6. The first air-blowing pipe hole 7 is used to install a first air-blowing pipe, allowing charged particles to be blown into the linear ion trap using a hand-held air blower. The second air-blowing pipe hole 6 is used to install a second air-blowing pipe, allowing charged particles to be blown into the annular ion trap using a hand-held air blower. This simplifies the process of charged particles entering the trap, reducing the cost of teaching demonstrations by blowing charged particles into the ion trap using air.

[0041] Two lasers 5 are provided, one on each side of the linear ion trap and the other on the ring ion trap, to irradiate the trapped charged particles. Through the Tyndall effect, the fluorescent charged particles are made visible to the naked eye.

[0042] Therefore, the ion trap teaching experiment observation device provided in this embodiment can simultaneously demonstrate two trapping methods: a linear quadrupole field and a ring radio frequency trap. Based on the purpose of teaching demonstration, it clearly demonstrates the flexibility of trapping physics based on radio frequency electromagnetic fields and symmetry. Moreover, its simple structure eliminates all unnecessary redundancy, making the demonstration device miniaturized, portable, and easy to operate. The clear and concise device structure makes this invention highly suitable for science popularization experiments in primary, secondary, and tertiary schools.

[0043] In one specific embodiment, the ion trap teaching experimental observation device further includes a step-up transformer 8 and a DC switching power supply 9. The step-up transformer 8 is used to connect to the mains power supply to boost the 220V, 50Hz mains power to an AC voltage source of 2000V-3000V. The DC switching power supply 9 is used to connect to the mains power supply to convert the 220V, 50Hz mains power input into a DC voltage source of 40V-110V. This ensures the normal operation of both the linear ion trap and the ring ion trap.

[0044] In one specific embodiment, both the step-up transformer 8 and the DC switching power supply 9 are housed within an electrical box 200 constructed of insulating bakelite wood. Furthermore, the switches connecting the step-up transformer 8 and the DC switching power supply 9 to the mains power supply incorporate a switch fuse 10. Thus, the presence of a switch fuse prevents the occurrence of large currents. On the other hand, the two traps and related electrical components are completely isolated by the insulating bakelite wood and acrylic panels, avoiding various safety hazards.

[0045] In one specific embodiment, the linear ion trap includes a plurality of parallel electrode rods 1 and nuts 2 located at both ends of the electrode rods, with each electrode rod 1 uniformly surrounding the same central axis. The annular ion trap includes spherical electrodes 3 arranged vertically opposite each other and an annular electrode 4 disposed between two spherical electrodes 3.

[0046] The following details the specific steps for using this ion trap teaching experimental observation device:

[0047] Step 1: Turn on the switch at the mains connection. The AC voltage supplied by the mains will be stepped up to 2000V-3000V by the step-up transformer and then connected in parallel to the multiple parallel electrode rods 1 of the linear trap, the two spherical electrodes 3 and the ring electrode 4 of the annular trap. For the linear trap, the neutral wire is connected to one diagonally opposite pair of the four electrode rods 1, and the live wire is connected to the other pair; for the annular trap, the neutral wire is connected to the two spherical electrodes 3, and the live wire is connected to the ring electrode 4, or vice versa.

[0048] Meanwhile, the mains current flows through the DC switching power supply 9, outputting a 40V-110V DC voltage which is connected to the caps 2 at both ends of the linear trap; at the same time, the mains power can be used to power the laser 5. Alternatively, a battery-powered laser can be used, eliminating the need for mains power; in this case, the laser can simply be turned on.

[0049] Step Two: Micro-powders such as starch, flour, or silica particles are poured into plastic pipes outside the observation chamber 100. These pipes pass through the second air-blowing pipe hole 6 on the observation chamber 100, leading to the annular trap, and the first air-blowing pipe hole 7, leading to the linear trap. The micro-powders are blown into the annular and linear traps through the plastic pipes by hand-squeezing an air blower. Some of the micro-powders will become charged after friction and collision within the pipes. The portion of these charged dust particles with relatively low velocity will be captured by the radio frequency electric field of the ion trap. The specific velocity of the dust particles that will be captured depends on parameters such as the size of the ion trap, the magnitude of the AC voltage, the weight of the dust particles, and the amount of charge they carry.

[0050] Step 3: After the above steps, the fluorescence emitted by the charged particles captured in the ion trap after laser irradiation can be seen with the naked eye. Because the entire system is shielded from interference from flowing air through an insulated observation box, the captured ions can be trapped in the trap for a long time (according to actual measurements, it can last for at least 10 hours or even longer when not affected by voltage instability, air flow, etc.).

[0051] Step 4: When introducing science to primary, secondary, and tertiary schools and children's palaces, you can explain Earnshaw's theorem and the history of the development and application of ion traps, and make some simple estimations and qualitative analyses of the principle of ion trapping based on the properties of micro-nano particles and alternating electric fields.

[0052] The above embodiments are merely illustrative of the technical concept and features of this utility model, and are intended to enable those skilled in the art to understand the content of this utility model and implement it accordingly. They should not be construed as limiting the scope of protection of this utility model. All equivalent changes or modifications made based on the substance of the content of this utility model should be covered within the scope of protection of this utility model.

Claims

1. An ion-trap educational experiment observation device, characterized by comprising: Includes an observation box, an ion trap, and a laser located within the observation box; The ion trap includes linear ion traps and annular ion traps; The observation box is a transparent insulating box; the observation box is provided with electrical holes for introducing AC and DC voltage sources into the electrodes of the ion trap of the observation box; the observation box is also provided with a first air blowing pipe hole and a second air blowing pipe hole; the first air blowing pipe hole is used to install a first air blowing pipe to blow charged particles into the linear ion trap; the second air blowing pipe hole is used to install a second air blowing pipe to blow charged particles into the annular ion trap; Two lasers are provided, one on each side of the linear ion trap and the other on the ring ion trap, for irradiating the trapped charged particles.

2. The ion-trap educational laboratory observation apparatus as claimed in claim 1, wherein It also includes a step-up transformer and a DC switching power supply; the step-up transformer is used to connect to the mains power supply to step up the 220V, 50Hz mains power supply to a first target voltage AC voltage source; the DC switching power supply is used to connect to the mains power supply to convert the 220V, 50Hz mains power input into a second target voltage DC voltage source.

3. The ion-trap educational demonstration apparatus of claim 2, wherein Both the step-up transformer and the DC switching power supply are housed in an insulated electrical box.

4. The ion-trap educational experiment observation apparatus according to claim 2 or 3, wherein The step-up transformer and the switch at the connection point between the DC switching power supply and the mains power have built-in switching fuses.

5. The ion trap teaching experiment observation device as described in claim 1, characterized in that, The linear ion trap includes multiple parallel electrode rods and nuts at both ends of the electrode rods, with each electrode rod uniformly surrounding the same central axis.

6. The ion trap teaching experiment observation device as described in claim 1, characterized in that, The annular ion trap includes two spherical electrodes arranged opposite each other and an annular electrode disposed between the two spherical electrodes.

7. The ion trap teaching experiment observation device as described in claim 2, characterized in that, The first target voltage is 2000V-3000V.

8. The ion trap teaching experiment observation device as described in claim 2, characterized in that, The second target voltage is 40V-110V.

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