diff --git "a/data_all_eng_slimpj/shuffled/split2/finalzzbuhz" "b/data_all_eng_slimpj/shuffled/split2/finalzzbuhz" new file mode 100644--- /dev/null +++ "b/data_all_eng_slimpj/shuffled/split2/finalzzbuhz" @@ -0,0 +1,5 @@ +{"text":"\\section{Introduction}\n\\label{sec:intro}\n\nThe need to incorporate programming content into introductory physics is widely appreciated by the academic community \\cite{Fuller2006}. By some estimates, \\emph{at least 70\\%} of new STEM jobs in the US will require computer programming skills \\cite{labor2014} and in the sciences computer programming skills have become an essential part of many disciplines. In response to these shifts, groups like code.org and the ``hour of code\" have brought coding tutorials to wider and younger audiences \\cite{code}. These groups also influenced federal education legislation in the US. In particular, the Every Student Succeeds Act (ESSA), which was signed into law in December 2015, designates computer science as a ``core subject\". This is a significant change that places computer science on the same level as english and mathematics \\cite{coresubject}. The 2017-2018 school year was the first school year that this legislation was fully implemented. Yet, for physics instruction, and perhaps even more generally, the task of re-imagining STEM courses with computer science as a crucial element is still far from complete. Although there are a number of universities that use coding activities in physics with vpython \\cite{Chabay_Sherwood2008}, and there exists significant research into using these activities in calculus-based introductory physics \\cite{Caballero_etal2012}, vpython exercises (or coding using some other software framework) are much less often used in algebra-based physics and at the high school level. \n\nWe were able to find two studies that reflect the difficulty of using coding activities in algebra-based physics at the high school level\\footnote{The open source ebook by \\citet{Titus_Esquembre2016} is also notable but there seems to be no published studies examining its appropriateness for various grade levels.}. \\citet{Aiken_etal2013} describes a masters degree project by a high-school physics teacher who worked for two years to develop a vpython curriculum for a 9th grade high school physics class and found that only one third of the class successfully completed the exercises. \\citet{Aho2014} describes coding activities developed for a high school classroom that use the R programming language. Although they are not very specific in stating precisely what fraction of the students struggled with the exercises, they do indicate that a significant number of students needed extra time outside of class to complete the activities, and these students frequently needed extra practice to learn the R syntax. To mitigate this in future work, \\cite{Aho2014} proposes to set aside a week-long R programming tutorial for the students at the beginning of the year, which is a luxury most high school teachers do not have. The indications from \\citet{Aiken_etal2013} and \\citet{Aho2014} underscore the need to develop a curriculum that adds programming into \\emph{algebra-based} physics with a higher success rate.\n\n\\begin{figure*}\n\\includegraphics[width=2.4in]{Traditional_approach.pdf}\\includegraphics[width=2.4in]{Hybrid_approach.pdf}\\includegraphics[width=2.4in]{PhetPhyslet_approach_v2.pdf}\n \\caption{Illustrations of different approaches to computationally-enriched physics content. The left panel illustrates the typical structure of a code in a traditional intermediate-to-advanced level physics-major computational physics course, emphasizing that the student has control over essentially the entire code. The right panel shows the typical structure of a web interactive in which students interact with a visualization but do not see or have any control of the underlying code. The center panel shows a hybrid approach with a high degree of interactivity but the students do see and potentially modify the parts of the code that advance system variables, even though code related to visualization remains fixed and invisible to the student.}\n \\label{fig:approach}\n\\end{figure*}\n\nAs will be discussed, we use a javascript-based language called p5.js, which was designed to be a text-based (as opposed to block-based) language with a gentle learning curve for absolute beginner programmers. In principle, the exercises we describe here could be reproduced in vpython (or some other language) and used in a similar way. While there are clearly advantages and disadvantages to both vpython and javascript, the comparison of the two is not the subject of this paper. Instead we wish to emphasize the need for coding activities that would be appropriate for an algebra-based physics classroom. As discussed later, an important way to judge the appropriateness of these activities is the perceived difficulty of students who complete coding activities.\n\nThe left hand panel in Figure~\\ref{fig:approach} illustrates what we describe as the ``traditional\" computational physics approach that appears in an intermediate-to-advanced physics-major computational physics course, or in a physics-major course that has been re-tooled to include significant computational content. In this setting, the student is given complete control of the computer program, including the advance of variables (which may involve specifying forces and advancing positions and velocities, or it may involve the evolution of abstract quantities like wave functions). If visualization is needed, the student is typically given full control of a plotting program. Although there may be some template that the student is given and other advice may be provided, overall, the student has a high level of control. The drawback for this approach is that significant class time is often required for students to familiarize themselves with coding practices. Given the time constraints of a typical algebra-based college physics course, or high school physics course, this approach is in-feasible for most instructors.\n\nThe right hand panel in Figure~\\ref{fig:approach} describes interactive physics simulations in which the students do not see the code. This approach is extensively used by the PhET collaboration \\cite{PhET} and by the ``Physlet\" physics community \\cite{physlet}, and many studies have shown its utility for teaching scientific concepts \\cite[e.g.][]{Perkins_etal2006,Podolefsky_etal2010}. Largely for this reason, PhET and similar activities have been put into widespread use.\n\nThe central panel in Figure~\\ref{fig:approach} outlines the ``hybrid\" approach that we adopt in this paper in which the student does see and potentially modifies the code that evolves system variables (which is similar to the traditional approach), and there is some kind of interactive visualization that is produced in which the simulation responds to user input (which is similar to the PhET\/Physlet approach). However there are still aspects of the code, particularly related to visualization, that the student does not see in order to substantially reduce the cognitive load \\cite{Jong_2010,cogload} by shortening the length and minimizing the complexity of the program. The intention is to remove ``extraneous cognitive load\" associated with the graphical user interface among other things, and focus on the aspects of the code that directly determine or update physical quantities. Our assumption is that the ``intrinsic cognitive load\" of setting and updating the physical quantities using the target concepts and relationships is within students' abilities. As will be illustrated in this paper, the portion of the code with which the students interact can be concise both textually and conceptually, and still produce interesting game-like interactives that emphasize kinematic and diagrammatic concepts like force, acceleration, velocity, and their vector representations.\n\nTo provide some comparison to other works in the literature, there may also be some overlap with our approach and that of \\cite{kordakai2010}, who describes a graphically enriched coding environment for teaching computer science and outlines how their activities align with the educational theories of various authors. The Netlogo project \\cite{netlogo} is another comparable effort which borrows from earlier efforts to incorporate programming into schools, but we are not familiar enough with how Netlogo activities are used in introductory physics to say more than this.\n\nAlthough there are exceptions \\cite{Taub_etal2015,Weintrop_etal2016,Titus_Esquembre2016,netlogo}, interactive activities where students key-in commands and ``play\" their code like a video game, are typically not a part of programming exercises at the introductory level. In the Matter \\& Interactions curriculum that integrates vpython into calculus-based physics \\cite{Chabay_Sherwood2015}, many of these programs, such as the three-body gravitational simulation or the 3D pendulum \\cite{Chabay_Sherwood2008}, are designed for the student to perform coding tasks and then passively watch the execution of the program (except perhaps for changing the perspective). And while there are a large number of exercises currently available on the AAPT's Partnership for the Integration of Computation into Undergraduate Physics (\\href{http:\/\/compadre.org\/PICUP}{compadre.org\/PICUP}), only a few of them involve a high level of interactivity as the program is running.\nOur hypothesis is that this interactive, game-like approach with a concisely-written code will create a fun and approachable experience for students who might otherwise find a programming task to be intimidating, making it an ideal choice for engaging students in introductory courses\n\nThis paper is only the beginning of a research effort to validate this hypothesis. We will describe a set of computer programming activities designed for absolute beginner programmers in first-semester introductory physics (mechanics) classes, that were used during four semesters at Ohio State's Marion campus. Survey results will be presented that examine student perceptions from completing the first exercise, and probe the percentage of weak or absolute beginner programmers in the classroom.\n\nAlthough there is good work in the literature describing how numerical exercises can be connected with laboratory activities \\cite[e.g.][]{Serbanescu_etal2011}, we consider this out of scope for the present work. The javascript-based language p5.js does have capabilities to interact with Arduino circuit boards, making this an interesting possibility for future work.\n\n\\section{Overview of Programming Activities for Mechanics}\n\nIn a semester course of introductory physics at Ohio State University (OSU) at the regional campus in Marion, we include six required programming activities and a seventh activity that is optional or extra credit. In most other ways, the course is identical to the same course on the Columbus campus. The official description of this course is calculus-based physics I, but on all OSU campuses students only need to be concurrently enrolled in calculus in order to take the course, and as a result the calculus content in the course is rather limited. Moreover, the students at OSU's regional campuses are less prepared than their peers on OSU's Columbus campus. During the data gathering, incoming OSU Marion students had an average ACT score near 22 (in 2014 \\cite{osumarion2014} and 2015 \\cite{osumarion2015}) or 22.5 (in 2016 \\cite{osumarion2016}) whereas students admitted directly to the Columbus campus over the same time span had an average ACT score close to 29 \\cite{osucolumbus}. The limited calculus in the course and the comparably poor ACT performance of the students make interesting venue for integrating programming exercises into introductory physics with the end goal of creating a curriculum that might succeed in the high school physics classroom.\n\nEach activity is designed to take about an hour to complete. Students are not explicitly assigned to groups or pairs, but the classroom setup involves six tables of four, so students will tend to collaborate on the activities and this is not discouraged. To date, about 125 students from OSU's regional campus in Marion have completed the exercises mentioned below. The activities are graded on the completion of required steps.\n\nAll of the exercises illustrate the velocity, acceleration and force vectors. The first exercise gives the student much of the code that they will need, only asking them to make small, guided modifications, which we will describe in the next section. All of the exercises build off of each other in a way that would make it hard for a student to start in the middle of the sequence. Additionally, all of the exercises contain ``challenges\" that encourage the student to develop some functionality that often adds an interesting element to the game. The list of exercises is as follows:\n\\begin{enumerate}\n \\item Planetoids (similar to the classic game ``Asteroids\")\n \\item Lunar descent (similar to the classic game ``Lunar lander\")\n \\item Bellicose birds (similar to the popular game ``angry birds\")\n \\item Planetoids with momentum\n \\item Planetoids with torque\n \\item Planetoids with a spring (harmonic motion)\n \\item Extra credit: Bellicose birds with energy\n\\end{enumerate}\n\nThis sequence is designed to accompany a typical physics course on classical mechanics where momentum is not introduced until mid-way through the course, followed by concepts of torque and, later, harmonic motion. The ``Bellicose birds with energy\" exercise is made available to students in the middle of the course when energy is introduced, but this exercise is more difficult than the others because it is the only exercise that deals explicitly with the integration scheme. For simplicity, all the exercises adopt Euler-Cromer integration \\cite{Cromer1981} except for ``Bellicose birds with energy\", which describes the trapezoidal method in terms that an algebra-based physics student should be able to understand.\n\nIn this paper we provide a rather extensive description of the first exercise (``Planetoids\") including student survey responses. This section provides a context to this exercise since essentially all the exercises listed above are derived from this ``Planetoids\" exercise. These activities will be described in detail in later work. We will only add here that some of these additional activities use a graphing system to plot various relevant physical quantities (such as velocity) over time in the bottom right corner of the screen.\n\n\n\n\\begin{figure*}\n \\centering\n \\includegraphics[width=5in]{planetoids_fig_improved.png}\n \\caption{The code (left) and corresponding interactive (right) that the student sees at the beginning of the first exercise. This code is written with the processing javascript library p5.js. As a result, the code has a C\/C++ like syntax except that draw() replaces main() and draw() is run 60 times per second until the user stops the program. The interactive (right) shows a ship traveling towards the right with constant velocity indicated by a red velocity vector. On the left panel the student sees about 50 lines of code, but about half of these lines are spaces or comments.}\n \\label{fig:planetoids}\n\\end{figure*}\n\n\\section{The Planetoids Game}\n\nThe choice of an ``Asteroids\"-like game for the first activity is intentional. A natural environment for illustrating Newton's laws is free space, away from any sources of gravity. We are not unique in using this situation as a starting point. \\cite{white1984} found learning gains from students interacting with a video game with a similar premise, and no doubt other authors adopt a similar approach. The advantage of this environment is that objects in motion will continue with the same velocity, moving in a straight line, unless a force is acts upon them. The classic game ``Asteroids\" illustrates this well with a ship that drifts through free space, except when its rockets fire to avoid asteroids that are also drifting through free space. The net force is either zero, or constant in the direction the ship is pointing.\n\n\\subsection{Learning Goals}\n\\label{sec:learning}\n\nThe learning goals for this exercise are as follows:\n\n\\begin{enumerate}\n \\item Understand how to convert a simple 1D code into a 2D code\n \\item Understand how force, velocity and acceleration vectors relate to the motion of a ship traveling in free space\n\\end{enumerate}\n\nThe list above is intentionally short because we do not expect that during this 1-2 hour activity that the student will be able to absorb the subtleties of computational thinking \\cite{Weintrop_etal2016}\nor become proficient with the javascript-based coding framework to the point where they can comfortably make numerous modifications to the code. In the following subsections we discuss how the activity is structured to reinforce the two learning goals mentioned above, and we point out various difficulties that students often have. We discuss additional learning goals and extensions to the activity in later sections.\n\n\\subsection{Structure of the Program and Design Choices}\n\nFigure ~\\ref{fig:planetoids} shows what the student sees at the beginning of this exercise. Initially, the ship can only move in the $x$ direction and the first task is to allow the ship to rotate when the user presses the left and right arrow buttons by changing the value of $\\theta$. It is worth commenting on Fig.~\\ref{fig:planetoids} in detail because even at this stage there are a number of choices that have been made that could affect student learning. One important choice made to simplify the cognitive load for the student is to ``hide\" a significant amount of code in the \\texttt{display()} function. In this example, there are about three times more lines of code defining the \\texttt{display()} function than the $\\approx 50$ lines of code that the student sees and modifies\\footnote{We attempted to re-create this exercise in vpython using glowscript.org but found that (at least currently) there is no way of setting up a second page of code where subroutines can be defined without being in plain view by the student, which is a barrier to implementing this ``hybrid\" approach. This may or may not be a limitation with other browser-based python development environments like trinket.io or jupyter.org}.\n\nAnother important choice is to hide the variable types. There are no \\texttt{float}, \\texttt{int}, \\texttt{double} or \\texttt{var} declarations used to initialize the variables. Instead, variables are implicitly declared to be floating point decimals and the number of characters that the student sees is minimized. This syntax is essentially the same as used in Matlab, which is a popular language for absolute beginner programmers. We use the processing javascript library p5.js for these exercises and as a result the code shown in Fig.~\\ref{fig:planetoids} is javascript which does not produce an error for missing variable types. A possible drawback of postponing the discussion of variable types is that the difference between global and local variables is not explained at this stage. Students may not realize that \\texttt{accelx}, which is only used and defined inside of an \\texttt{if} statement, is a local variable while \\texttt{deltaVx} is a global variable, but this is unlikely to cause a problem at this stage. Our philosophy is to explain subtleties like these in the step-by-step tutorial only if absolutely necessary for completing a particular exercise.\n\nThe structure of the program in Fig.~\\ref{fig:planetoids} is an important choice that may affect student learning. The sections of the code are as follows:\n\\begin{enumerate}\n\\item Variable initializations \n\\item the \\texttt{draw()} function -- velocity and position advance\n\\item the \\texttt{draw()} function -- keyboard inputs\n\\item the \\texttt{draw()} function -- \\texttt{display()} function followed by other user-defined graphics\n\\end{enumerate}\nIt is understood that the \\texttt{draw()} function is run many times per second so that after the \\texttt{display()} function is executed the program will go back to the beginning of \\texttt{draw()} and advance the velocity and position again and go through the whole sequence again until the user presses stop\\footnote{An optional ``Hello world\" activity demonstrates that adding code to write a simple message to the browser console while inside of the \\texttt{draw()} function will result in that message being written many times over because the \\texttt{draw()} function is being run many times per second.}. Because \\texttt{draw()} is being run again and again, one could easily change the sequence so that, for example, the \\texttt{display()} function would be first and the velocity and position advance would be last. The drawback of this approach is that when the student parses the code for the first time they would see the physics content of the code \\emph{last}. In a physics course, our primary interest lies in directing the students' attention to how the physics content, such as $d=vt$ for example, is implemented in the code, with discussions of the programming concepts such as syntax, variable types, and the structure of the algorithm being supplementary to that.\n\nFollowing the physics section there is a line of code \\texttt{deltaVx = 0} ($\\Delta v_x = 0$) which is accompanied by a comment ``velocity is unchanged if there are no forces\". This is just a restatement of Newton's first law in a form that a computer can understand. Following this, the program checks if the user is pressing certain buttons on the keyboard.\n\nThe drawback to this physics-first, keyboard commands later approach is that the student may not fully appreciate that the program holds on to the global variable \\texttt{deltaVx}, which is determined from the keyboard command section, only using it again at the beginning of the \\emph{next} iteration of \\texttt{draw()}.\n\nIn the written step-by-step directions, the user is asked to put non-zero values in the section of the keyboard input section that changes the angle of the ship. Then the student is asked to enable motion in the $y$ direction by imitating the code for advancing the velocity and position in the $x$ direction. Finally, the student is asked to determine the correct change in velocity due to a constant force (thrust) in the $y$ direction. This involves realizing that while $\\cos \\theta$ gives the component of the force oriented in the $x$ direction, one must use $\\sin \\theta$ to obtain the component of the force in the $y$ direction. Students are given a hint that it is either a cosine, sine, or tangent function that gives the correct behavior.\n\nAt each step in the tutorial, the student can click links to see and interact with how the program should work at a particular stage, but without seeing the source code for the completed step. This is an important capability that gives the student instant guidance on whether they have completed a particular programming task correctly, leaving the instructor more time to spend on subtle issues.\n\nCommon mistakes that students make include forgetting to set \\texttt{deltaVy = 0}, in which case the ship accelerates uncontrollably in the $y$ direction. Students rarely self-diagnose this issue because the ship appears to behave correctly if the thrusters are repeatedly fired and it is only when the student stops firing the thrusters that the uncontrollable acceleration becomes obvious. When students interact with the correct version of the program (as described in the previous paragraph) they should notice this difference in behavior but the problem is subtle enough that this problem is easy to miss.\n\nAnother frequent mistake is that students tend to do a quick copy paste of the acceleration code for the $x$ direction to the $y$ direction without changing the trigonometric function from cosine to sine. This causes $\\Delta v_y = \\Delta v_x$ and as a result the ship only travels on a diagonal line regardless of the angle $\\theta$. Students have an easier time self-diagnosing this issue because the problem is easy to see and they are told that the trigonometric function in the line of code that determines $\\Delta v_y$ should be either a cosine, sine, or tangent.\n\n\\subsection{Challenges}\n\nStudents must also implement 1-2 ``challenges\". The challenges in this exercise include creating ``planetoids\" (a word play on the astronomical term planetesimals) that drift across the screen using the \\texttt{drawEllipse()} function and adding reverse thrusters when the down arrow is pressed (which can be done by copying the code from the up arrow and adding minus signs to change the direction of the force). Students can also allow the ship to shoot a projectile using the \\texttt{drawPoint()} function and the code includes an \\texttt{if} statement that detects if spacebar is pressed for this purpose. This latter task is more difficult than the others because the projectile must be launched in the same direction as the ship whereas the planetoids can be given a random velocity using the \\texttt{random()} function. One should also include the velocity of the ship when determining the velocity of the projectile as a fun illustration of Galilean invariance. Most students will just implement the reverse thrusters challenge.\n\n\\begin{figure}\n \\centering\n \\includegraphics[width=3.3in]{notorque_lab_mod_posy.png}\n \\caption{A screenshot from an activity where the student explores how changing the force of the rocket's thrust and the mass of the ship affects one's ability to avoid randomly drifting ``planetoids\". This follows code modification tasks that enable the ship to move in two dimensions (instead of one dimension as in Fig.~\\ref{fig:planetoids}).}\n \\label{fig:withplanetoids}\n\\end{figure}\n\n\nA more recent modification to this activity that was added after the study is to give the student a code that includes a number of drifting planetoids that will cause the game to end if the ship runs into one of them (Fig.~\\ref{fig:withplanetoids}). The student is asked to explore the effect of changing the force of the ship's thrust and the mass of the ship on surviving in the game. This task helps foster a discussion of how it is only the ratio of the force to the mass that matters to the acceleration of a rocket in free space.\n\n\n\\begin{figure*}\n\\begin{center}\n \\includegraphics[width=3.4in]{experience.pdf}\\includegraphics[width=3.4in]{level_of_difficulty.pdf}\n \\includegraphics[width=3.4in]{vectors.pdf}\\includegraphics[width=3.4in]{fun2.pdf}\n \\end{center}\n \\vspace{-0.6cm}\n \\caption{Survey results from Ohio State Marion students who completed the first programming exercise (rocket in free space). Results are cumulative from four semesters of students (Spring 2015 - Fall 2016).} \n \\label{fig:survey}\n\\end{figure*}\n\n\\section{Student data}\n\\label{sec:survey}\n\n\nAfter the student completes the Planetoids exercise, there is a detailed online survey that probes their experience in completing the activity. While the questions in this survey are qualitative and involve student self-reporting, the results can offer insight on whether the level of difficulty of the first exercise is appropriate and whether students find the exercises to be enjoyable to complete.\nFigure~\\ref{fig:survey} summarizes the results of the survey from four semesters of students (Spring 2015 -- Fall 2016). The upper left plot in Fig.~\\ref{fig:survey} shows that there are a significant number of absolute beginner programmers and weak programmers in the class. There were also a significant number of students who reported ``some experience\" which may have meant that they were currently enrolled in a required C++ course, but had not had significant experience with coding prior to this.\n\nThe upper right plot in Fig.~\\ref{fig:survey} shows that the difficulty level seems to be appropriate for the population of students, with a significant number of students selecting ``Easy!\". The lower right plot in Fig.~\\ref{fig:survey} indicates that many of the students found the programming activities to be enjoyable or fun. Students also have many positive things to say about the programming exercises in written evaluations at the end of the course after all of the exercises have been completed.\n\nThe bottom left plot in Fig.~\\ref{fig:survey} summarizes student responses to the question ``Did the programming lab help you understand vectors better?\" Although students can only provide a subjective estimation for how much they have learned, studies have shown that information of this kind can be valuable and even predictive other measures of student success \\cite{Sawtelle_etal2012}.\n\n\\section{Success Relative to Learning Goals}\n\nIn an earlier section (\\ref{sec:learning}) we outlined two learning goals for the exercise. The student survey data in \\ref{sec:survey} can provide some qualitative or indirect insight on whether these goals were met. In particular, the ``Level of Difficulty\" question, which is asked after the completion of the code, relates to the learning goal of ``Understand how to convert a simple 1D code into a 2D code\" since this is the main activity of the exercise. Unfortunately we do not have precise data to pinpoint the perceived difficulty for the subset of students who reported the least prior programming experience. But with only 1 student reporting ``Extremely Difficult!\" and 8 students reporting ``Difficult!\" compared to the 39 students who reported either ``No\" or ``a little bit\" of prior programming experience, the data supports the idea that students were able to complete the 1D to 2D conversion of the code without severe difficulty. Whether they fully understand the changes that were made is another important question that we can probe in future work.\n\nThe other learning goal was ``Understand how force, velocity and acceleration vectors relate to the motion of a ship traveling in free space\". Although we do not have a direct probe of this learning goal, the question ``Did the programming lab help you understand vectors better?\" relates to this learning objective in an indirect way. Many of the students found the exercise to be at least ``somewhat\" helpful in understanding vectors. As mentioned in the last section, student self-reporting can be useful and even predictive of student learning \\cite{Sawtelle_etal2012}. In retrospect, one wonders if even more students would have reported understanding vectors better if there had been a part of the exercise where the student gives the ship an initial velocity and interacts with the program from that starting point, or if we had included the activity described earlier where students change the force (thrust) and mass of the ship (Fig.~\\ref{fig:withplanetoids}) to see the effect on the motion in avoiding asteroids (an activity which was only added later).\nIt is also key to note that learning gains can only be achieved if students do actually engage with the activity. The question most closely related to this was ``Was the programming lab fun?\" An overwhelming majority of the students found the exercise to be ``enjoyable\" or ``fun\" which suggests that they did significantly play around with the simulation (which demonstrates the relationship between force, velocity and acceleration vectors in an interactive way, making it very relevant to the goal of better understanding these vectors). It is therefore reasonable that there may be sufficiently high student \"buy-in\" to warrant further study, and further optimization of the user interface to maximize learning outcomes as described above.\nNevertheless, the questions discussed here are still oblique, self-reported measures of student learning on these learning goals and we do not wish to overstate the results we obtained. \n\nIn future work we can directly probe the second learning goal using, for example, the rocket questions from either the Animated Force Concept Inventory by \\citet{Dancy2006} or the conventional Force Concept Inventory \\cite{FCI}, and other questions that ask students to identify the correct force, velocity and acceleration vectors in different situations. Importantly, we can compare results for these questions from students who complete a coding activity, and a ``control group\" of students who only play around with the interactive for that coding activity for some period of time but without actually seeing or modifying the code. This will probe whether coding activities of the kind we discuss here, which involves multiple steps where students modify the code and check the behavior of the program, cause students to look more critically at the interactives they produce than they would if they did not have to perform coding tasks.\n\n\n\n\n\n\n\n\\section{Summary and Conclusion}\n\nIn this paper we illustrate a ``hybrid\" approach to incorporating computer programming activities into introductory physics courses by describing a coding activity that resembles the classic asteroids game. The approach is so named because activities like the one described here produce interactives that bear some resemblance to web interactives that groups like PhET and Physlet have produced, but unlike PhET and Physlet, the student works with and modifies the code that evolves the system. In a ``traditional\" computational physics course the student would have a great deal of control over producing visualizations. To reduce the cognitive load for weak or absolute beginner programmers in our study, the parts of the code that are unrelated to physics are hidden away in a \\texttt{display()} function so that the student sees and works with only about 50 lines of code. In this sense our approach is a kind of ``hybrid\" between canned interactives and mature computational physics exercises that are typically used in physics-major courses.\n\nThe first exercise in our suite of activities is an interactive simulation that resembles the classic game ``asteroids\". The learning goals of this activity are to (1) understand how to convert a simple 1D code into a 2D code and (2) to understand how force, velocity and acceleration vectors relate to the motion of a ship traveling in free space. The activity includes scaffolding and hints to make the task of modifying the 1D code into 2D more manageable.\n\nIn an introductory class at OSU Marion where a substantial fraction of the students are weak or absolute beginner programmers, student survey data ($N \\approx 80-85$) confirms that most students, including those with weak or absolute beginner programming experience, are able to complete the activity without severe difficulties. We interpret this as evidence that the first learning goal is being met. \n\nWe are still only just beginning to investigate the effectiveness of the second learning goal. We discuss survey results that provide some insight into student experiences with the exercises, which in an indirect way addresses the second learning goal. However, this is no substitute for directly probing student learning with carefully chosen questions. In future work we will use the Animated Force Concept Inventory \\cite{Dancy2006}, and other assessments to probe whether students understand the relationship between velocity and acceleration vectors. Of particular importance is whether the task of making modifications to the code and checking for the effect of these modifications on the interactive program will cause students to think more critically about the physics concepts than they would by playing around with a ``canned\" interactive. This may be the real value of integrating coding at this level. \n\n\n\nWe welcome inquiries from educators who may wish to use this suite of coding activities in their courses. Individual exercises and solution sets (including the planetoids game described here) are available at \\url{http:\/\/compadre.org\/PICUP}\n\n\\acknowledgements\n\nThe authors thank Chris Britt and Michael Hardesty for their collaboration on a p5.js learning management system. Chris Orban thanks Kathy Harper, Gregory Ngirmang, and Kelly Roos for discussions. This project was made possible through a Connect and Collaborate Grant, a program supporting innovative and scholarly engagement programs that leverage academic excellence of The Ohio State University in mutually beneficial ways with external partners. Support also comes from the American Institute of Physics Meggers Award.\n\n\\bibliographystyle{apsrev}\n","meta":{"redpajama_set_name":"RedPajamaArXiv"}} +{"text":"\\section{\\label{} Introduction}\n\nThe complex interplay between spin, charge, and lattice degrees of freedom in the quasi-two dimensional copper-oxide \nhigh temperature superconductors have been the subject of intense interest since the discovery of\nsuperconductivity in the La$_{2-x}$Ba$_x$CuO$_4$\\ system some 21 years ago\\cite{Bednorz:1986}. Both La$_{2-x}$Ba$_x$CuO$_4$\\ and La$_{2-x}$Sr$_x$CuO$_4$\\ display a fascinating series of structural, magnetic and superconducting phase transitions as a function of temperature\\cite{Kastner:1998}. While La$_{2-x}$Ba$_x$CuO$_4$\\ was the first layered cuprate high T$_{c}$ superconductor to be discovered, difficulties associated with the \ngrowth of high quality single crystals have significantly limited its study. As a result the La$_{2-x}$Ba$_x$CuO$_4$\\ family is much less studied than the La$_{2-x}$Sr$_x$CuO$_4$\\ family and other high temperature superconductors which have an extended history of being grown and characterized in single crystal form\\cite{Kastner:1998}, such as the YBa$_{2}$Cu$_3$O$_{7-\\delta }$\\ and Bi$_2$Sr$_2$CaCu$_2$O$_8$\\ families\\cite{Birgeneau:2006,Eschrig:2006,Fong:1999,Castellan:2006}. \n\nRecently, significant progress has been made in growing the La$_{2-x}$Ba$_x$CuO$_4$\\ family of materials in single crystal form, and this has enabled several important new studies of this and related systems\\cite{Fujita:2004,Reznik:2006,Tranquada:2004,Kimura:2005}. It is therefore timely to perform high resolution structural studies of these new single crystals, and to compare to previous studies on La$_{2-x}$Ba$_x$CuO$_4$\\ in polycrystalline form\\cite{Suzuki:1989,Suzuki:1989a}.\n\nOne of the many interesting properties of the La$_{2-x}$Ba$_x$CuO$_4$\\ family is the sequence of structural phase transitions which this material displays on cooling \nbelow room temperature for underdoped Ba concentrations (x$\\lesssim$ 0.18). Previous studies on polycrystalline La$_{2-x}$Ba$_x$CuO$_4$\\ shows three different structures, which proceed from High Temperature Tetragonal (HTT, $I4\/mmm$), to Middle Temperature Orthorhombic (MTO, $Cmca$) and finally to Low Temperature Tetragonal (LTT, $P4_{2}\/ncm$)\\cite{Axe:1989,Axe:1989a,Suzuki:1989,Suzuki:1989a,Adachi:2001}. The HTT$\\to$MTO and the MTO$\\to$LTT phase transition temperatures are referred to as $T_{d1}$ and $T_{d2}$, respectively. The HTT$\\to$MTO transition is \ncontinuous, while the MTO$\\to$LTT transition is known to be strongly discontinuous. These structures are closely \nrelated to the magnetic and electronic properties of the La$_{2-x}$Ba$_x$CuO$_4$\\ and La$_{2-x}$Sr$_x$CuO$_4$\\ families. The phase diagram of the La$_{2-x}$Ba$_x$CuO$_4$\\ system contains a dome\nof LTT phase, which is centred around x=0.125. This Ba-concentration corresponds to a steep depression of the superconducting $T_C$ as a function of concentration, known as the 1\/8 anomaly\\cite{Axe:1989a,Moodenbaugh:1988}. The La$_{2-x}$Sr$_x$CuO$_4$\\ system shows a much smaller $\\sim$ 10$\\%$ dip in $T_C$ at x=0.125 and the absence of the LTT phase at low temperatures\\cite{Nagano:1993,Radaelli:1994}. The 1\/8 anomaly within the LTT phase also corresponds to strong\nincommensurate magnetic long range order at temperatures just below the completion of the MTO-LTT phase transition\\cite{Fujita:2004,Tranquada:2004}. Clearly, the structural,\nmagnetic, and superconducting properties of the La$_{2-x}$Ba$_x$CuO$_4$\\ and La$_{2-x}$Sr$_x$CuO$_4$\\ systems are strongly coupled.\n\nThe critical phenomena associated with the HTT-MTO transition has been previously studied in pure La$_{2}$CuO$_{4}$ as well as in La$_{2-x}$Sr$_x$CuO$_4$\\ in single crystal and polycrystal form\\cite{Birgeneau:1987,Vaknin:1987,Boni:1988,Braden:1994,Ting:1993,Thurston:1989}, as single crystals of these materials have existed for some time. These\nstudies show the HTT$\\to$MTO phase transition to be characterized with an order parameter critical exponent $\\beta$ varying from 0.28 to 0.37\\cite{Birgeneau:1987,Vaknin:1987,Boni:1988,Braden:1994,Ting:1993,Thurston:1989}. Studies on polycrystalline samples of La$_{2-x}$Ba$_x$CuO$_4$\\ by Susuki et al\nproduced estimates for $\\beta$ $\\sim$ 0.33\\cite{Suzuki:1989,Suzuki:1989a}, and which are consistent with expectations for 3D universality\\cite{Collins:1989}.\n\nIn this paper, we report the successful growth of large La$_{2-x}$Ba$_x$CuO$_4$\\ single crystals with x=0.095 and 0.08, and a high resolution x-ray diffraction study on the x=0.125, 0.095 and 0.08 compounds in this family. This study focusses on a comparison between the structural and superconducting phase diagrams in polycrystalline and single crystal materials, critical phenomena associated with the HTT$\\to$MTO phase transition, and the nature of the LTT phase in x=0.125 and 0.095 samples at low temperatures.\n\n\n\\section{\\label{} Experiment details}\n\\subsection{\\label{} Crystal Growth}\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{map125_arxiv.eps}\n\\caption {(a), High resolution longitudinal scans of the (3, 3, 0)$_{HTT}$ Bragg peak in single crystal La$_{2-x}$Ba$_x$CuO$_4$, x=0.125 are shown as a function of temperature. (b) Representative longitudinal scans at T=290 K, 120 K, and 20 K from which the color contour map in (a) was made.} \n\\end{figure}\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{map095_arxiv.eps}\n\\caption {(a), High resolution longitudinal scans of the (3, 3, 0)$_{HTT}$ Bragg peak in single crystal La$_{2-x}$Ba$_x$CuO$_4$, x=0.095 are shown as a function of temperature. (b) Representative longitudinal scans at T=290 K, 120 K, and 20 K from which the color contour map in (a) was made.} \n\\end{figure}\n\n\n\nWe studied three high quality La$_{2-x}$Ba$_x$CuO$_4$\\ single crystals with x=0.125, 0.095 and 0.08. All crystals were grown by using traveling solvent, floating zone image furnace techniques. The x=0.125 sample was grown separately, and the details of this growth have been previously discussed\\cite{Fujita:2004,Tranquada:2004}.\n\nThe x=0.095 and 0.08 La$_{2-x}$Ba$_x$CuO$_4$\\ single crystal growths followed similar processess, and employed polycrystalline La$_{2}$O$_{3}$, BaCO$_{3}$ and CuO as starting \nmaterials to make the initial, polycrystalline feed rod and solvent. For the production of the feed rods, the starting materials were mixed to\ngive an initial ratio of La:Ba:Cu=1.875:0.125:1. These materials were mixed, ground, and annealed at 980$^{\\circ}$C for 12 hours \nin air. This process was repeated twice in order to ensure homogeneous feed rods. To compensate for Cu evaporation during the crystal growth, the pre-annealed feed rods were mixed with extra CuO. A further 1\\% and 2\\% mol CuO was added to the starting polycrystalline materials and thoroughly mixed to prepare the two final feed rods, respectively. The final feed rods were heated to a temperature of 1190$^{\\circ}$C, at a rate of 100$^{\\circ}$C\/hour. They were held at this temperature for 12 hours. We also employed a solvent, formed from the original polycrystalline feed rod, with CuO added so as to reach a final ratio of constituent atoms (La$_{1.875}$Ba$_{0.125}$):Cu=3:7. After mixing and sintering, small disks weighing $\\sim$ 0.44 g were cut out and used as solvents in the subsequent single crystal growths.\n\nThe single crystal growths were carried out using a four-mirror image furnace (Crystal System Inc.). A small pure La$_{2}$CuO$_{4}$ single crystal was employed as the seed rod for both growths. The growths were carried out in an O$_2$ atmosphere at pressures of 165 kPa and 182 kPa for the two crystal growths. The growth rate was 1mm\/h with a counter-rotation speed of 25 rpm for feed and seed rods for both growths.\n\n\n\n\nUpon completion of the growths, the as-grown single crystals were kept above 100$^{\\circ}$C in a furnace to prevent hydrolysis of the \nmaterial, which is known to be problematic for single crystal La$_{2-x}$Ba$_x$CuO$_4$. The two crystals, which are identified in this study as being at x=0.095 and 0.08, were of almost identical dimensions of 80 mm long by 5 mm in diameter as-grown. Within the first week following completion of the growths, the initial $\\sim$ 30 mm of the crystals turned to dust as a result of hydrolysis of the second phase. The undamaged part of both crystals was stable. They had approximate dimensions of 50 mm long by 5 mm in diameter for x=0.095 and 55 mm long by 5 mm in diameter for x=0.08.\nThese volumes are sufficiently large for advanced characterization by neutron scattering techniques, and indeed a program of neutron measurements has been carried out on these samples\\cite{Dunsiger:2007}. \n\nWe note that while the two crystal growths were initiated with similar starting materials, and the growths followed similar procedures, the Ba\/La ratio, as identified by T$_{d1}$ and T$_{d2}$, were different at the $\\sim$ 15$\\%$ level. This originates from Cu evaporation during the growth. All the phase transitions observed (structural, magnetic, and superconducting) are nevertheless very sharp in temperature, indicating excellent homogeneity of concentration within the individual single crystals.\n\n\\subsection{\\label{} X-ray diffraction}\n\nSingle crystal samples with approximate dimensions 8 mm$\\times$8 mm$\\times$1 mm for x=0.125, and 5 mm$\\times$5 mm$\\times$1 mm for x=0.095 and 0.08, were cut from large single crystals of La$_{2-x}$Ba$_x$CuO$_4$. These were sequentially attached to the cold finger of a closed cycle refrigerator and mounted within a four circle x-ray \ndiffractometer. Cu K$_{\\alpha 1}$ radiation from an 18kW rotating anode x-ray generator was selected using a perfect Germanium (111) single crystal monochrometer. A Bruker Hi-Star multi-wire area detector was placed on the detector arm, 76 cm from the sample allowing an angular resolution of approximately 0.01 degrees to be achieved. All measurements focused on (3, 3, 0)$_{HTT}$ Bragg peak of the samples, using notation appropriate to the high temperature tetragonal phase. As we were interested in critical phenomena, the sample was mounted in a Be can and in the presence of a helium exchange gas and the sample temperature was stabilized to $\\sim$ 0.005 K for all measurements. \n\n\\section{\\label{} Experimental Results}\n\n\\subsection{\\label{} Identification and Nature of Phases}\n\n\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{LattvsT_all.eps}\n\\caption {(a) The orthorhombic strain vs. temperature is plotted for La$_{2-x}$Ba$_x$CuO$_4$\\ x=0.125, 0.095 and 0.08 single crystal samples. The open and filled symbols represent warming and cooling cycles, respectively. The orthorhombic strain is obtained by fitting longitudinal scans, shown in Figs. 1 and 2. (b) The same orthorhombic strain vs. temperature as in (a) but now plotted vs T\/T$_{d1}$ and the strain has been scaled (for the x=0.125 sample, by a factor of 2.4) to emphasize universal behavior for T\/T$_{d1}$ greater than 0.8. } \n\\end{figure}\n\nTwo dimensional maps of the scattering around the (3, 3, 0)$_{HTT}$ Bragg peaks of all three x=0.125, 0.095 and 0.08 La$_{2-x}$Ba$_x$CuO$_4$\\ samples were acquired as a function of temperature. Each data set consisted of a sample angle rock through the Bragg peak which was integrated in the vertical \ndirection and plotted as a function of scattering angle, 2$\\theta$. A longitudinal cut through this two dimensional data set was performed, giving rise to the longitudinal scans shown in Fig. 1b for the x=0.125 sample, and Fig. 2b for the x=0.095 sample. Similar data sets taken over a more restricted temperature regime for the x=0.08 sample are of similar quality, but are not shown.\n\nThese data sets can be put together to display the full temperature dependence of the longitudinal scans, and this is what is shown in Figs. 1a and 2a for the x=0.125 and x=0.095 samples, respectively. These data sets clearly show the bifurcation of a single Bragg peak into two, and then back into one, as the temperature is decreased from room temperature to 20 K, signifying the sequence of phase transitions HTT$\\to$MTO$\\to$LTT. The fact that two Bragg features can be seen in a single longitudinal scan within the MTO phase is indicative of twinning within the orthorhombic phase, although the two twin domains which are observed do not possess equal volume fraction within the crystal; one Bragg feature is considerably stronger in intensity than the other. A minority and majority twin domain is clearly present, but the relevant volume fraction can change from one thermal cycle to the next. For example, the x=0.095 data set shown in Fig. 2(a) shows data from two independent thermal cycles, one ending with a lowest temperature of $\\sim$ 200 K, while the next beginning a new thermal cycle at 200 K. In the first of these, the high angle Bragg peak is the majority domain, while in the second cycle, the lower angle Bragg peak is the majority domain. \n\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{Latt_Tzoom.eps}\n\\caption {The orthorhombic strain is plotted vs reduced temperature, (T-T$_{d1}$\/T$_{d1}$) for the x=0.125, 0.095, and 0.08 La$_{2-x}$Ba$_x$CuO$_4$\\ samples at small values of reduced temperature, near T$_{d1}$. The open and filled symbols show data from warming and cooling cycles, respectively. Fits of the data to the form of the order parameter squared vs reduced temperature, Eq. 1, \nused to extract values of $\\beta$ are shown as the solid lines.} \n\\end{figure}\n\nThe fact that we observe both twin domains in the MTO phase means that the peak positions, the lattice parameters, and consequently the\northorhombic strain, 2(a-b)\/(a+b), can be determined as a function of temperature. This is shown for all three samples in Fig. 3a. The single (3, 3, 0)$_{HTT}$ Bragg peak breaks into (6, 0, 0)$_{MTO}$ and (0, 6, 0)$_{MTO}$ near T$_{d1}$=232 K, 272 K and 305 K in the x=0.125, 0.095, and 0.08 samples, respectively, before reforming into a single (3, 3, 0)$_{LTT}$ Bragg peak near T$_{d2}$=60 K, 45 K, and 35 K, respectively.\n\nExamination of Figs 1-3 shows two qualitative features of the evolving structures. Note that for ease of comparison, the 2$\\theta$ range of the\nscattering in Figs. 1 and 2 is the same. First, the orthorhomic strain decreases quite substantially with increasing Ba concentration. The lowest\ntemperature strain, for example, in the x=0.125 sample is roughly half that of the x=0.095 sample. Secondly and more importantly, the longitudinal profile of the (3, 3, 0)$_{LTT}$ peak at the lowest temperatures measured, well within the LTT phase, is considerably broader than the\ncorresponding profile of (3, 3, 0)$_{HTT}$. This is true for both the x=0.125 sample and the x=0.095 sample as can be seen by comparing the top and bottom panels of Fig. 1b (for x=0.125) and Fig. 2b (for x=0.095). This shows that the LTT phase is either an admixture of a tetragonal and an orthorhombic phase, as was suggested by electron microscopy on \nan earlier generation of La$_{2-x}$Ba$_x$CuO$_4$\\ crystals\\cite{Zhu:1994}, or that it is itself othorhombic with a very small orthorhombic strain. In either case it is not as ``tetragonal\" as the HTT phase, and is consistent with the ``less orthorhombic\" low temperature structures proposed previously for La$_{2-x}$Sr$_{x-y}$Ba$_y$CuO$_4$ single crystals\\cite{Fujita:2002b}. \n\n\n\\subsection{\\label{} Critical Phenomena at the HTT$\\to$MTO Phase Transition}\n\nLongitudinal scans of the form shown in Fig. 1b and 2b were fit for the purpose of extracting the peak positions in 2$\\theta$ and \ntherefore the d spacings associated with the MTO phase. This is straightforward for data far removed from the HTT$\\to$MTO phase transition, as the two peaks are well defined and separated, as can be seen in the middle panels of Fig. 1b and 2b. Closer to the phase transition, one peak may appear as a shoulder to the other, and it is more difficult to ascribe unique values to the two lattice parameters. We fit these data in two different ways in order to attain robust values for the lattice parameters close to the transition. One of these was to simply fit the longitudinal scans to sums of Lorentzians or Lorentzians raised to an adjustable exponent, while a second technique was to look for zeros in the derivatives of the intensity as a function of 2$\\theta$. These gave consistent results for the lattice parameters, giving us confidence that the orthorhombic strain could be estimated accurately close to the transition. However, this technique also gives non-zero values for the orthorhombic strain, albeit relatively small ones, within the HTT phase. \n\nPrevious work on the HTT$\\to$MTO phase transition in polycrystalline La$_{2-x}$Sr$_x$CuO$_4$\\ and La$_{2-x}$Ba$_x$CuO$_4$\\ samples show the \northorhombic strain to scale as the square of the order parameter\\cite{Birgeneau:1987,Boni:1988,Suzuki:1989,Suzuki:1989a}. Consequently we examined \nthe critical behaviour of the orthorhombic strain in our La$_{2-x}$Ba$_x$CuO$_4$\\ single crystals by fitting the measured strain as a function of temperature to: \n\\begin{equation}\n\\label{ }\n\\Delta=\\Delta_{0}\\times (\\frac{T_{d1}-T} {T_{d1}})^{2\\beta}+Background\n\\end{equation}\nwhere the square of the order parameter, $\\Delta$, is the orthorhombic strain, 2(a-b)\/(a+b), and the background accounts for finite strain within the HTT phase introduced by the fitting process described above. The results of this fitting is shown in Fig. 4, which shows the orthorhombic strain as \na function of reduced temperature, (T-T$_{d1}$)\/T$_{d1}$, in the region of small reduced temperature close to T$_{d1}$. Clearly this description of the data is very good. It results in accurate estimates for both $\\beta$ and T$_{d1}$. These are T$_{d1}$=232.3 $\\pm$ 0.7 K, 271.7 $\\pm$ 1 K, and 305.4 K $\\pm$ 1 K for the x=0.125, 0.095, and 0.08 samples, respectively. The extracted values for $\\beta$ are 0.35 $\\pm$ 0.03, 0.34 $\\pm$ 0.04 and 0.28 $\\pm$ 0.06, respectively. \n\nUsing these values of T$_{d1}$ for each of the three samples, we can scale the plot of orthorhombic strain vs temperature, Fig. 3a, so as to give scaled orthorhombic strain vs T\/T$_{d1}$, which is shown in Fig. 3b. We see that above T\/T$_{d1}$ $\\sim$ 0.8 the orthorhombic strains for all three samples collapse to a single curve. We therefore expect universal behaviour in this regime, which is borne out by the similarity in the extracted values for the critical exponent $\\beta$ at all three Ba concentrations.\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{BetaChi.eps}\n\\caption {The dependence of critical exponent $\\beta$ and goodness-of-fit parameter $\\chi^2$ are shown as a function of the assumed value of T$_{d1}$ for x=0.125 (upper panel), x=0.095 (middle panel) and x=0.08 (lower panel) La$_{2-x}$Ba$_x$CuO$_4$\\ single crystal samples. The uncertainty in $\\beta$ is largely determined by the uncertainty in critical temperature T$_{d1}$.} \n\\end{figure}\n\n\nThe uncertainties associated with the critical exponent $\\beta$ are largely determined by the uncertainties in the critical temperature, T$_{d1}$, derived from the fits to the critical behaviour. We performed fits to Eq. 1 using T$_{d1}$ set to a range of values around the approximate phase transition temperature, and then allowed the fit to adjust the other parameters in Eq. 1. This gives a monotonically increasing estimate for $\\beta$ as a function of increasing T$_{d1}$. Best estimates for $\\beta$ and T$_{d1}$ are given by the minimum in the goodness-of-fit parameter $\\chi^2$ which we define as:\n\\begin{equation}\n\\label{ }\n\\chi^{2}=\\frac{\\sum(\\Delta_{measured}-\\Delta_{calculated})^{2}} {N}\n\\end{equation}\nwhere N is the number of data points.\n\n$\\beta$ and $\\chi^2$ are shown as a function of T$_{d1}$ for the x=0.125 (top panel), x=0.095 (middle panel), and x=0.08 (bottom panel) samples in Fig. 5. The uncertainty in $\\beta$ is determined by the corresponding uncertainty in T$_{d1}$, and it is roughly 10$\\%$ for the x=0.125 and 0.095 samples where we have an extended data set throughout the MTO phase, and roughly 20$\\%$ for the x=0.08 sample where the data set is restricted to temperatures close to T$_{d1}$.\n\n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{Latt_Tlog.eps}\n\\caption {The orthorhombic strain is plotted as a function of reduced temperature, (T$_{d1}$-T)\/T$_{d1}$, on a log-log scale for the x=0.125, 0.095 and 0.08 single crystal La$_{2-x}$Ba$_x$CuO$_4$\\ samples. The open and filled symbols show results from warming and cooling cycles, respectively. For comparison power law behavior showing $\\beta$=0.35, indicative of the theoretically expected 3D XY universality class, is indicated as the straight line on this log-log plot.} \n\\end{figure}\n\nInvestigation of the critical properties at the HTT$\\to$MTO phase transition in polycrystaline La$_{2-x}$Sr$_x$CuO$_4$\\cite{Birgeneau:1987,Boni:1988}\\ and La$_{2-x}$Ba$_x$CuO$_4$\\cite{Suzuki:1989,Suzuki:1989a}\\ anticipated 3D XY universality on the basis of a Landau expansion appropriate to this ferroelastic system. These early results on polycrystalline systems were consistent with the $\\beta$=0.35 expected from 3D XY universality\\cite{Le-Guillou:1977,Le-Guillou:1980}. However, these earlier estimates for $\\beta$ spanned the range from 0.28 to 0.37, ignoring uncertainties associated with the estimates, which covers all standard 3D universality classes: Heisenberg ($\\sim$0.37), XY ($\\sim$0.35), Ising ($\\sim$0.32) and which begins to approach values consistent with tricritical phenomena (0.25)\\cite{Collins:1989}.\n\nFigure 6 shows the orthorhombic strain, 2(a-b)\/(a+b), plotted as a function of the reduced temperature, (T$_{d1}$-T)\/T$_{d1}$, on a log-log plot \nin order to identify the expected power law regime. For comparison a straight line appropriate to $\\beta$=0.35 and 3D XY universality is also plotted. For each sample, two data sets are plotted, one for a warming run and one for a cooling run. We observe very similar power law behaviour in all three samples, and behaviour which is very much consistent with 3D XY universality as anticipated theoretically. We also see, at least for the x=0.125 and 0.095 samples for which we have data over the entire MTO phase regime in temperature, that a single power law is a remarkably good descriptor of the data over a very large temperature regime. There appears to be a slight increase in slope for reduced temperatures greater than $\\sim$ 0.2, but overall, power law-like growth of the orthorhombic strain is observed over almost two decades in reduced temperature. This is in contrast to most critical phenomena, wherein asymptotic critical behaviour is expected to cross over to a mean field-like regime, as one moves away from the critical temperature.\n\nTaken together our orthorhombic strain measurements show critical behaviour at the HTT$\\to$MTO phase transition in single crystal La$_{2-x}$Ba$_x$CuO$_4$\\ over a broad range of concentration which is characterized by $\\beta$=0.34 $\\pm$ 0.04. This result clearly demonstrates 3D universality, and is consistent with 3D XY universality which is expected based on Landau theory. It is also largely consistent with previous experimental work on single crystal and polycrystal La$_{2-x}$Sr$_x$CuO$_4$\\ and polycrystalline La$_{2-x}$Ba$_x$CuO$_4$, much of which centred on measurements of superlattice Bragg peak intensities within the MTO structure, as opposed to measurements of the orthorhombic strains\\cite{Braden:1994,Thurston:1989}. Superlattice Bragg peak intensities near continuous phase transitions can be difficult to interpret, as they can be influenced by extinction and by fluctuations above the phase transition. This latter effect manifests itself in upwards curvature and difficulty identifying a precise phase transition temperature, which in turn can lead to uncertainty in critical exponents. \n\n\\begin{table}\n\\caption{\\label{tab:table1} Summary of structural and superconducting phase transition temperatures in single crystal La$_{2-x}$Ba$_x$CuO$_4$}\n\\begin{ruledtabular}\n\\begin{tabular}{ccccc}\nx&$T_{d1}$(K)&$T_{d2}$(K)&$T_{c}$(K) & $\\beta$\\\\\n\\hline\n0.125 & 232.3 & 60 & 4\\footnotemark[1] & 0.35 $\\pm$ 0.03\\\\\n0.095 & 271.7& 45\\footnotemark[2] & 27\\footnotemark[2] & 0.34 $\\pm$ 0.04 \\\\\n0.08& 305.4 & 35\\footnotemark[2] & 29\\footnotemark[2] & 0.28 $\\pm$ 0.06 \\\\\n\\end{tabular}\n\\end{ruledtabular}\n\\footnotetext[1]{From Ref.~\\onlinecite{Fujita:2004}.}\n\\footnotetext[2]{From Ref.~\\onlinecite{Dunsiger:2007}.}\n\\end{table}\n\n\n\\subsection{\\label{} Phase Diagram and Comparison to Polycrystalline Materials}\n\nIt is of interest to compare the La$_{2-x}$Ba$_x$CuO$_4$\\ phase diagram known to characterize pre-existing polycrystalline samples with that determined for the high quality single crystals\nin the present studies. A rather detailed comparison can be carried out, as two structural and one superconducting transition temperature characterize La$_{2-x}$Ba$_x$CuO$_4$\\ samples in this underdoped concentration range. The phase transitions measured for the single crystals in this study are summarized in Table 1. The critical exponent $\\beta$\nrelevant to the HTT$\\to$MTO structural transition is also shown in the same table for reference.\n\nThe superconducting transition temperatures were determined from SQUID magnetometry as reported by Dunsiger et al.\\cite{Dunsiger:2007} for the x=0.095 and x=0.08 samples, and \nby Fujita et al.\\cite{Fujita:2004} for the x=0.125 sample. The strongly first order MTO$\\to$LTT transition is measured both by the abrupt change in the orthorhombic strain seen in Fig. 1 and 2, for the x=0.125 and x=0.095 samples, respectively, as well as by the appearance of the (0, 1, 0) superlattice Bragg peak intensity as again reported by Dunsiger et al.\\cite{Dunsiger:2007} for the x=0.095 and x=0.08 samples, and by Fujita et al. for the x=0.125 sample\\cite{Fujita:2004}. \n\n\\begin{figure}\n\\includegraphics[width=0.9\\columnwidth]{PhaseLBCO_1.eps}\n\\caption {Phase boundaries identifying structural and superconducting phases of La$_{2-x}$Ba$_x$CuO$_4$\\ single crystals are plotted on the phase diagram derived from \npreviously studied polycrystalline samples. The structural transitions at T$_{d1}$ and T$_{d2}$ are indicated by filled squares, while superconducting T$_C$'s are indicated\nby open circles. The first order transition at T$_{d2}$ is indicated by a bar $\\sim$ 10 K wide, showing the onset to completion of the phase transition. Solid lines showing phase boundaries from polycrystalline La$_{2-x}$Ba$_x$CuO$_4$\\ are taken from Adachi et al.\\cite{Adachi:2001} }\n\\end{figure}\n\n\nFigure 7 shows the La$_{2-x}$Ba$_x$CuO$_4$\\ phase diagram with HTT, MTO, and LTT phases indicated. The HTT$\\to$MTO and MTO$\\to$LTT transitions are shown as filled squares for the three Ba concentrations measured. The discontinuous transition at T$_{d2}$ is indicated as a bar, in order to show the onset to completion of the transition, which is $\\sim$ 10 K wide. T$_{d2}$ in Table 1 is the midpoint of the transition. The superconducting transitions are given by the open circles, and they indicate the onset of the superconductivity, which is also what is listed in Table 1. Previous results for these same phase boundaries as determined for polycrystalline La$_{2-x}$Ba$_x$CuO$_4$\\ samples are shown as the solid lines in Fig. 7. These results were extracted from Adachi et al.\\cite{Adachi:2001} and are reproduced here.\n\nAs can be seen on inspection of Fig. 7, the agreement between the structural and superconducting phase boundaries in polycrystalline La$_{2-x}$Ba$_x$CuO$_4$\\ and the new floating zone image furnace grown single crystals is remarkably good. The absolute values for T$_{d2}$ are systematically high, at the 10$\\%$ level for the polycrystalline materials as compared to the single crystals, but overall the full level of agreement is excellent. In particular we see that good agreement between the two for T$_{d1}$ means that this transition can be used as an accurate marker for the Ba concentration in single crystal La$_{2-x}$Ba$_x$CuO$_4$, as T$_{d1}$ has such strong Ba dependence. The image furnace single crystals were grown without crucibles, and are expected to be of higher purity than the corresponding polycrystalline materials grown from a flux melt in a crucible. The similarity between the overall phase diagrams in polycrystalline and image furnace grown single crystal La$_{2-x}$Ba$_x$CuO$_4$, implies an insensitivity of these phase boundaries to this level of imperfection.\n\n\\section{\\label{} Conclusions}\n\nWe have successfully grown large single crystals of La$_{2-x}$Ba$_x$CuO$_4$\\ with x=0.095 and 0.08 using floating zone image furnace techniques. These single crystals are sufficiently large so as to enable neutron scattering studies, which will be reported separately\\cite{Dunsiger:2007}. High resolution single crystal x-ray diffraction measurements were carried out on these samples, as well as on a high quality x=0.125 single crystal. These measurements focus on the (3, 3, 0)$_{HTT}$ Bragg peak and show the HTT$\\to$MTO$\\to$LTT sequence of structural phase transitions known to be relevant to underdoped La$_{2-x}$Ba$_x$CuO$_4$. The measurements also clearly show anomolous longitudinal broadening of the (3, 3, 0)$_{LTT}$ Bragg peaks in the x=0.095 and x=0.125 samples at low temperatures, indicating that the LTT phase is not a simple tetragonal phase, but rather an admixture of tetragonal and orthorhombic phases, or an orthorhombic phase with very small orthorhombic strain. Critical\northorhombic strain measurements near the continuous HTT$\\to$MTO phase boundary show clear 3D universality, with universal behavior observed in the orthorhombic strain vs T\/T$_{d1}$ for the three x=0.125, 0.095 and 0.08 samples. The best estimate for a common critical exponent $\\beta$ for these samples is $\\beta$=0.34 $\\pm$ 0.04, which is consistent with 3D XY universality expected theoertically for such ferroelastic transitions. A detailed comparison of the La$_{2-x}$Ba$_x$CuO$_4$\\ phase diagram incorporating structural and superconding phase boundaries at this underdoped concentration regime indicates excellent agreement with pre-existing data based on polycrystalline samples.\n\nIt is a pleasure to acknowledge the contributions of Ms. Ann Kallin to the single crystal growth. This work was supported by NSERC of Canada. Gu was supported by the US Department of Energy under contract number DE-AC02-98CH10886.\n\n\n","meta":{"redpajama_set_name":"RedPajamaArXiv"}} +{"text":"\\section{Introduction}\nA carbon-based materials have now become the most promising candidates for nanoelectronic applications. Applications of carbon nanotubes (CNTs) and graphenes have already emerged; for example, field effect transistors (FETs) \\cite{Javey2003,Misewich2003,Ouyang2007}, electrical interconnects \\cite{Avouris2007}, and sensors \\cite{Siwy2010,Prasongkit:2011}. However, linear carbon wires; namely, cumulene and polyyne, received poor attention owing to the difficulty of getting access to the pure wire \\cite{Haley:2010jc}. The cumulene, in particular, was proposed as the ideal molecular wire \\cite{Lang:1998}. However, it is still challenging to create such a metal-molecule junction in the experiment, becuse cumulene wire is generally unstable.\n\n\n\nThe appearance of the cumulene bridging CNTs or graphene was recently observed in the experiment \\cite{Jin:2009p592,Chuvilin2009,Troiani:2003p990,Marques:2004p465} by using electron irradiation inside a high resolution transmission electron microscope (TEM), thus demonstrating a mechanical way of producing the carbon wire. An axial strain on the graphene or CNT was induced by the high-energy electron beam of TEM resulting in the fracture, and led to the establishing carbon wire-CNT junction \\cite{Jin:2009p592,Troiani:2003p990}. The observed carbon wires were more stable than those produced with previous approaches; however, the long wire ($>$10 carbon atoms) appeared to be unstable \\cite{Troiani:2003p990}. Recently, the carbon wire bridged between graphene sheets was shown to perform as a bistable switch \\cite{Standley2008,Zhang:2012}, operating for many thousands of cycles without degradation, which can be interesting from an application point of view.\n\n\nThe theoretical investigations have been carried out on the structure of carbon wire-CNT junctions \\cite{Marques:2004p465,Enyashin:2005ve}. Before breaking of the junction, the carbon wire bridging between CNTs or graphene sheets can transform into either cumulene or polyyne \\cite{Ajayan:1998p1241, Jin:2009p592,Marques:2004p465}. By using the non-equilibrium Green's function (NEGF) approach, Khoo \\emph{et. al}\\cite{Khoo:2008p688} observed negative differential resistance in the carbon wire-capped CNT junction, bonded through sp$^{3}$ bond. Recently, the carbon wire connected to graphene sheets \\cite{Zhang:2010fm,Shen2010} (representing infinite radii of CNT) have been theoretically studied, revealing different electronic functions such as molecular switches \\cite{Erdogan:2011bt}, molecular rectifiers \\cite{Zeng:2011jo}, and molecular spintronics devices\\cite{Zanolli2010}. Carbon wires connected to gold \\cite{Prasongkit:2010p780,Crljen:2007p452}, lithium \\cite{Zhang13} and fullerene \\cite{Wang:2011jf} electrodes have also been investigated. \n\n\nIn this paper, we present the transport properties of the short carbon wire suspended between CNT electrodes by employing NEGF technique based on density functional theory. Varying the gap width between the electrodes changes the wire structure and contact geometries in the junction. The latter is specific for CNT electrodes, in which the bridging site can appropriately adjust to the change of junction lengths. We have focused on the variation in conductance of the carbon wire via repeated compression\/elongation of the junction, effectively leading to a prominent difference in conductance. We consider here the zigzag (4,0)CNT and armchair (4,4)CNT, due to a very small diameter of the CNTs observed in the experiment before fracture. \\cite{Troiani:2003p990}. The influence of CNT chiralities (zigzag and armchair) on conductance has been investigated. In addition, oscillating behavior of conductance, typical for cumulenes of different lengths \\cite{Lang:1998,Lang:2000tp,Emberly2009} is reproduced. Upon junction stretching, the current-voltage characteristics of the carbon wire-zigzag junctions show the high- and low-conduction states (referred as ON and OFF states) at elevated bias, corresponding to the cumulene and polyyne structures, respectively. It should be emphasized that we produced the ON and OFF states by changing the wire configuration without breaking wires, while Standley et al.\\cite{Standley2008} have demonstrated experimentally that the switch works by breaking the cumulene wire.\n\n\nExperimental studies of the graphene and CNT edge have revealed several complex rearrangements \\cite{Caglar,Huang2009,Liu:2009iu}. The migration of carbon wire along the graphene edge was observed in the experiment \\cite{Jin:2009p592}: the carbon wire could jump along the graphene or CNT edges with a change of bonding site at the junction due to a strain accumulating along the chain. We show the conductance of the C$_5$ wire connected to all possible bridge sites on the (4,0)CNT. \nInteresting features in the electron transport properties of the carbon wires are revealed, including the possibility of current modulation via carbon wire shrinking and stretching without breaking wires. We employ a detailed analysis of transport channels in carbon wire-CNT junctions to explain our results.\n\n\n\\section{Computational Methods}\n\n\\begin{figure}[tp]\n\\begin{minipage}[ht]{1.0\\linewidth}\n\\begin{center}\n\\includegraphics[width = 8 cm]{cnt_unit.pdf}\n\\end{center}\n\\end{minipage}\n\\caption{Two-probe systems for measuring the conductance of carbon wires, connected to semi-infinite zigzag (4,0)CNT (left panel) and armchair (4,4)CNT (right panel).}\\label{grap_unit}\n\\end{figure}\n\nIn this section, we briefly describe details of the computational method and the geometrical setup procedure performed in the present work.\n\nThe carbon wire-CNT junction is referred as a two-probe system, divided into three regions: the left and right electrodes, and the central region (see Fig. \\ref{grap_unit}). To construct the carbon wire-CNT junction, an infinite cumulene and CNT were first optimized separately, and then the short wire was placed between electrodes. The central region includes the CNT on either side of the junction in order to ensure that the perturbation effect from the carbon wire edge is sufficiently screened. The carbon wire-CNT junction was optimized again, allowing all atoms in the central region to relax. Then, the gap width between electrodes was varied with a step of 0.2 \\AA.\n\n\nAll optimizations were carried out by using density functional theory (DFT) as implemented in the SIESTA code\\cite{Soler2002}. Our calculation was performed within the non spin-polarized generalized gradient approximation (GGA) \\cite{Perdew1996} method with a single-$\\zeta$ with polarization (SZP) basis, which has already been presented its validity for the short carbon wire-CNT junction \\cite{Khoo:2008p688}. The atomic core electrons were modeled with Troullier-Martins norm-conserving pseudo potential \\cite{Troullier1991}, and valence states are 2s2p for C. The real-space integrations were performed using 170 Ry cutoff, assuring the energies and forces were converged. All atoms in the central region were allowed to move until the forces were less than 0.01 eV\/\\AA.\n\n\\begin{figure}[tp]\n\\begin{minipage}[ht]{1.0\\linewidth}\n\\begin{center}\n\\includegraphics[width = 8.5 cm]{sum.pdf}\n\\end{center}\n\\end{minipage}\n\\caption{Various structures of the short carbon wires (C$_{4}$ and C$_{5}$) bridged between zigzag (4,0)CNTs and armchair (4,4)CNTs, in which the gap width is varied. Different geometrical structures and bridging sites of the carbon wires are represented by I, II, III, etc. The linear carbon wire can transform into either cumulene ``C\" or polyyne ``P\". }\\label{sum}\n\\end{figure}\n\nThe transport calculation was performed with the SMEAGOL code \\cite{Rocha:2005,Rocha:2006}, based on the combination of the NEGF and DFT. The basis set and the real-space integrations used in the electron transport calculation were the same as that of geometrical optimization part. We have performed test calculations by using a double-$\\zeta$ with polarization (DZP) basis set, resulting in only minor change of the transmission function.\n\n\nThe current through the junction was calculated using the Landauer-Buttiker formula \\cite{Datta1995,Brandbyge2002}:\n\n\\begin{equation}\nI=\\frac{2e}{h}\\int^{\\infty}_{-\\infty} dE [f(E,\\mu_L)-f(E,\\mu_R)]T(E,V),\n\\end{equation}\nwhere $\\mu_L$ and $\\mu_R$ are the electrochemical potentials of the left and right electrodes, respectively. $T(E,V)$ is the transmission coefficient at energy $E$ and bias voltage $V$, which is evaluated as\n\\begin{equation}\nT(E,V)=\\mbox{Tr}[G(E)\\Gamma_{L}G^{\\dag}(E)\\Gamma_{R}],\n\\end{equation}\nwhere $G(E)$ and $G^{\\dag}(E)$ are retarded and advanced Green's function of the central region.\n\n\n\\section{Atomic structures}\\label{sec3}\n\nWe categorize our systems into two groups: the carbon wire connected to the zigzag and armchair CNTs. We focus on the interval of 1D carbon wire existence. Pulling the wire beyond this interval results in the wire breakage, while compressing the wire more leads into folding structures. Fig.~\\ref{sum} demonstrates the various wire structures and contact geometries of the C$_{4,5}$ wire connected to the zigzag (4,0)CNT and to the armchair (4,4)CNT, varying the gap width. The zigzag and armchair junctions are labeled as (4,0)@C$_{n}$ and (4,4)@C$_{n}$ respectively, where $n$ is the number of carbon atoms in the wire. Different geometrical structures of the wires are labeled by I, II, III, etc. The linear carbon wire can take either cumulene ``C\" or polyyne ``P\" structures.\n\n\nLet us first discuss geometrical structure of the carbon wire-zigzag(4,0)CNT junction. As illustrated in Fig.~\\ref{sum}, the C$_{4}$ wire is slightly bent due to compression of the junction, labelled as (4,0)@C$_{4}$-I(C), and then becomes the straight-wire when the junction is gradually pulled apart, labelled as (4,0)@C$_{4}$-II(C). These C$_{4}$ wires, forming two bonds to each side of CNTs, are the cumulene structures with double bonds between neighbouring atoms. The central bond length of C$_{4}$ wire can vary in the range of $\\sim$ 1.23 \\AA \\ - 1.36 \\AA \\, depending on the variation of gap width. Note that the bond length alternation of the C$_4$ wire cannot be observed, since there is only one central bond in the wires. However, we have tested for C$_{6,8}$ wires, showing the bond length alternation of $\\sim$ 0.03-0.05 \\AA \\ upto the gap width. Before wire rupture, the C$_{4}$ wire forms one bond to each side of electrodes, labelled as (4,0)@C$_{4}$-III(P). At this step, the average bond lengths of the C$_{4}$ wires are 1.27 \\AA \\ and 1.40 \\AA, which is a polyyne structure due to the triple and single bond alternation.\n\n\nFor the C$_{5}$ wire, as seen in Fig.~\\ref{sum}, the bent wire is observed in the compressed junction, labelled as (4,0)@C$_{5}$-I(C). Then it becomes straight while pulling the junction, labelled as (4,0)@C$_{5}$-II(C). These C$_5$ wires, forming two bonds to each side of CNTs, show the cumulene structure. During compressing and pulling of the (4,0)@C$_{5}$-I(C) and (4,0)@C$_{5}$-II(C), the bond lengths of the cumulene wires vary in the range of $\\sim$ 1.26 \\AA \\ - 1.34 \\AA. There is no bond length alternation for the odd cumulene wire. \n\n\nIf we continue to stretch the junction, the C$_{5}$ wire forms one bond to one side of CNTs and two bonds to the other side, labelled as (4,0)@C$_{5}$-III(P). Note that this configuration is not even metastable for the C$_{4}$ wire due to broken symmetry. The average bond lengths of the C$_{5}$ wire are $\\sim$ 1.28 \\AA \\ and 1.42 \\AA, revialing the polyyne structure. In particular, the bonding geometry of the (4,0)@C$_{5}$-III(P) is similar to a transition state in the possible migration pathway for the migration of a 3\\% strained carbon chain along the graphene sheet with zigzag edge reported in Ref. \\citenum{Jin:2009p592}. We would like to emphasize that a curvature of the CNT plays an important role in the structure of the wire at this stage of elongation: the tube edge becomes capped instead of being an open-ended one. This results in a long bond along a chord across the CNT towards the next hexagon, thus defining a single bond to the wire and yielding shorter triple bonds in polyyne. The far more symmetric cumulene structure is less affected by the CNT curvature, but the bonding geometry is changed as compared to graphene, namely the wire is bonded to the site between two adjacent hexagons. Before breaking of the contact, the C$_{5}$ wire forms one bond to each side of CNTs, and becomes the cumulene structure again, (4,0)@C$_{5}$-IV(C). Typically, bond lengths of single, double, and triple bonds are 1.54 \\AA, 1.34 \\AA \\ and 1.2 \\AA, respectively \\cite{Hino2003}. Before the wire fractures, the central bond lengths of (4,0)@C$_{5}$-IV(C) are stretched so that those bond lengths can be $\\sim$ 1.40-1.43 \\AA, which are intermediate between single bond and double bond.\n\n\nIn the case of armchair junction, the wire structures and contact geometries at each step of varying the gap width are similar to that of the zigzag junction (Fig.~\\ref{sum}); thus, both zigzag and armchair junctions are labeled in the same way. Furthermore, we find that the geometrical structures of the carbon wire-graphene junctions are also similar to those of the carbon wire-CNT junction discussed above.\n\n\nIn conclusion, the gap width variation leads to a change in the wire structures and bonding geometries of the carbon wire connected to the zigzag (4,0)CNTs or armchair (4,4)CNTs. Moreover, the effect of odd-even numbered wires has played an important role for a difference in the wire structure and bonding at the junction for both cases. The observed bond lengths of the wires agree well with previous works \\cite{Senapati:2005p2333,Molder:2004dw,Khoo:2008p688}. In particular, the geometrical structure of the carbon wire bridging CNTs are similar to the experimentally observed structure of the cumulenes connected to the graphene, \\cite{Jin:2009p592} showing pathways for the migration of the carbon wire along the graphene edge. Differences in the geometry of the junctions as compared to the reported for the graphene are attributed to the finite curvature of the CNT electrodes.\n\\section{Electron transport properties}\n\\subsection{Zigzag vs. armchair junction}\n\n\n\\begin{figure*}[tp]\n\\begin{center}\n\\includegraphics[scale = 0.75]{binding-tran-cnt.pdf}\n\\end{center}\n\\vspace{-20pt}\n\\caption{Binding energies vs gap width of the C$_4$ and C$_5$ wires connected to the (4,0)CNT (left panel) and (4,4)CNT (right panel) electrodes, and corresponding zero-bias transmission on the energy-length plane $T(E, L)$ (bottom). The location of a transition state of structures is marked by red dots (shown in the upper panel). The length-dependent transmission is correlated with the binding energies and wire structures.}\\label{binding}\n\\end{figure*}\n\nFig.~\\ref{binding} presents the binding energies and the zero-bias transmission $T(E, V=0)$ projected on the energy-length plane of the C$_{4}$ and C$_{5}$ wires connected to the zigzag (4,0)CNTs and armchair (4,4)CNTs. The length-dependent transmission is correlated with the binding energies and wire structures. We show that varyation of the gap width results in a substantial change in the wire structure and contact geometries which in turn affects transport properties of the junction.\n\nLet us first discuss the zero-bias transmission $T(E,V=0)$ of the zigzag junctions in some details. We note that the effect of (4,0)CNT curvature plays an important role in the transport properties; therefore, the metallic behavior of the (4,0)CNT electrode has been observed. For the C$_5$ wire-zigzag junction, shown in Fig.~\\ref{binding}a, the cumulene wires (4,0)@C$_{5}$-I(C) and (4,0)@C$_{5}$-II(C), show a broad resonance peak at the Fermi level, resulting in the high conductance. With stretching the junction, the wire changes structure to the polyyne, (4,0)@C$_{5}$-III(P), in which the intensity of the transmission peak drops to almost zero around the Fermi level. Before breakage, the wire changes structure back to the cumulene one, in which the transmission peak around the Fermi level appears again. The average conductance values of each structure: (4,0)@C$_{5}$-I(C), (4,0)@C$_{5}$-II(C), (4,0)@C$_{5}$-III(P) and (4,0)@C$_{5}$-IV(C) are 0.9G$_{0}$, 1G$_{0}$, 0.06G$_{0}$ and 0.37G$_{0}$, respectively. From the $T(E,V=0)$ discussed above, the electronic transport properties differ for the zigzag and armchair junctions. Obviously, charge transport for the polyyne wire is strongly suppressed in the zigzag case, indicating that a switching behavior will be expected at low bias voltage. We emphasize that, due to the high curvature of the (4,0)CNT, the polyyne structure is defined with 1.28 \\AA \\ - 1.42 \\AA \\ bond alternation.\n\n\nFor the C$_4$ wire-zigzag junction, its transport properties are similar to those of the C$_5$ wire. We obtain the broadened resonance peak at the Fermi level for the cumulene; (4,0)@C${_4}$-I(C) and (4,0)CNT@C$_{4}$-II(C), but there is no resonance peak for the polyyne; (4,0)@C${_4}$-III(P). The average conductance of each structure; (4,0)@C$_{4}$-I(C), (4,0)@C$_{4}$-II(C) and (4,0)@C$_{4}$-III(P), is 0.9G$_{0}$, 0.4G$_{0}$ and 0.01G$_{0}$, respectively. Note that the conductance of (4,0)@C$_{4}$-I(C) (bent C$_4$ wire) is very high, because of a short separation between the leads of the C$_4$ compressed wire.\n\n\nNext, we discuss the zero-bias transmission function $T(E,V=0)$ of the armchair junction, as shown in Fig.~\\ref{binding}b. We find that the structural change in the wire through varying the gap width affects the value of $T(E,V=0)$. Both C$_4$ and C$_5$ wires show the transmission peaks around the Fermi energy. Unlike zigzag junction, the resonance peaks, lying below the Fermi level ($E< E_F$) of the armchair junction, do not disappear from changing the wire structure from cumulene to polyyne, but the transmission drops by a factor of 2. In the armchair case, there is not enough difference between the conductance of cumulene and polyyne wires to show the switching characteristics useful for electronic applications.\n\n\\begin{figure}[bp]\n\\begin{minipage}[tp]{1.0\\linewidth}\n\\begin{center}\n\\includegraphics[scale = 0.2]{tdc.pdf}\n\\end{center}\n\\end{minipage}\n\\caption{Zero-bias transmission on the energy-length plane $T(E, L)$ and corresponding projected density of $p_{m=1}$ and $p_{m=-1}$ states for the carbon wire stretched between armchair (4,4)CNT electrodes at the two lengths corresponding to the II(C) and III(P) configurations as indicated in the Fig. \\ref{binding}.}\\label{tdc}\n\\end{figure}\n\nThe difference of the detailed transport behavior for both junctions is due to their entirely different electronic structures and bonding geometries. The bonding geometries are different for armchair and zigzag tubes (see Fig. \\ref{sum}). It is seen that, for example, a tetragon is formed at the junction for the cumulene-zigzag junction; (4,0)@C$_{4,5}$-II(C), whereas the cumulene-armchair junction; (4,4)@C$_{4,5}$-II(C), has a pentagon. Also, the bonding geometries for the polyyne structure of both tubes are different.\n\n\n\\begin{figure}[tp]\n\\begin{center}\n\\includegraphics[width = 8 cm]{oscillate.pdf}\n\\end{center}\n\\vspace{-20pt}\n\\caption{Zero-bias conductance of (4,0)@C$_{n}$-II, n= 4-9.}\\label{oscillate}\n\\end{figure}\n\n\nTo elucidate the transport properties of the armchair junction, we show the $T(V=0,L)$ and corresponding projected density of the carbon wire stretched between armchair (4,4)CNTs (Fig.~\\ref{tdc}). For the two different widths of the gap between the electrodes, the density of $p_{m=1}$ and $p_{m=-1}$ states along the molecule calculated with DFT method. The density of states correlates well with the $T(E)$ map since the carbon wire is directly coupled to the CNT. Molecular states with $p_{m=1}$ and $p_{m=-1}$ symmetry correspond to the two conducting channels in the shorter junction. In the longer junction, one of the C-C bonds breaks, and the density distribution changes for $p_{m=-1}$ states, effectively opening a wide gap in this channel and charging the molecule with $\\approx$0.1e. We note that slight mismatch of the energies, the width of states and transmission resonances are due to the further adjusted charge of the system in NEGF calculation with open boundary conditions as compared to the neutral state of the system in DFT calculation of projected DOS.\n\n\n\n\n\nThe large difference in conductance between the cumulene and polyyne can be understood from the electronic structure of the junction: electrons tunnel through extended $p_x$ and $p_y$ orbitals delocalized both in the wire and in the CNT. In the case of armchair junction, the cumulene configuration shows the states contributing to both channels lying close to the Fermi level of the system. In the polyyne configuration, a gap over 2 eV opens in one of the channels with the $p$ orbitals lying along the CNT surface tangent plane, which reduces the number of conduction channels available close the Fermi level from two to one. In the case of the zigzag junction, the states remaining close to the Fermi level in polyyne configuration become additionally localized. Localization occurs when the defined single bond is created from last atom in the chain towards CNT. As we have discussed earlier, because of the CNT curvature, the wire connected to the tube becomes effectively capped. This leads to localization of the previously delocalized $p$-bonding along the CNT-carbon wire-CNT structure. \n\n\n\\begin{figure}[tp]\n\\begin{center}\n\\includegraphics[width = 8 cm]{iv.pdf}\n\\end{center}\n\\vspace{-20pt}\n\\caption{The $I-V$ characteristics of (a) (4,0)@C$_{4}$ (bottom panel) (b) (4,0)@C$_{5}$ (top panel) varying the gap width.}\\label{iv}\n\\end{figure}\n \nFig.\\ref{oscillate} exhibits the calculated zero-bias conductance of (4,0)@C$_{n}$-II(C), n= 4-9. Note that we selected (4,0)@C$_{n}$-II(C) in studying the oscillating conductance of the cumulene wire because that structure is the straight cumulene wire providing the highest conductance. Similar to the cumulene wire connected to metal leads\\cite{Prasongkit:2010p780, Zhang13}, we observe the oscillatory characteristics in conductance of the cumulene wire-CNT junction, resulting from the difference in the electronic properties between even- and odd-cumulene wires \\cite{Lang:1998,Prasongkit:2010p780}. We find that the conductance of the odd-wire is higher than that of even-wire by $\\sim$ 60 \\%. The conductance values do not show any pronounced dependence on the wire length when its length increased from four to nine atoms, resulting from the ballistic transport character of electrons through the short wire\\cite{Prasongkit:2010p780}.\n\n\n\n \\begin{figure}[tp]\n \\begin{center}\n \\includegraphics[width = 6 cm]{pdos_b.pdf}\n \\end{center}\n \\caption{The illustration of the C$_5$ wire bridging between (4,0)CNTs. By twisting the CNT, we can change bridging sites and bonding at the junction (top panel). The bridge sites of the left and right (4,0)CNT leads and the corresponding conductance of each structure (bottom panel).}\\label{pdosb}\n \\end{figure}\n \n \nTo compare our findings for small radii CNTs to the large ones, we note that the latter have low curvatures and are well represented by flat graphene electrodes. Graphene electrodes are also used in the recent TEM observations and electronic structure studies by Ref. \\citenum{Jin:2009p592, Erdogan:2011bt} and others. We represent infinite radii of CNTs by studying the transport properties of the carbon wire connected to zigzag- and armchair-edge graphenes. For the zigzag graphene junction, we find that no zero-bias conductance is observed due to $\\sim$ 2 eV band gap of the zigzag edge-graphene; thus, no current is expected at $V_b > 1$V. For the armchair graphene junction, the structural change of the carbon wires connected to the armchair edge graphene electrodes make the transmission resonance peak around the Fermi level shift in energy but with little change in its magnitude.\n\n\nIn the following, we will concentrate on a potential ON\/OFF switch applications of the carbon wire-CNT junction. The electron transport properties of the carbon wire-(4,0)CNT junction will be discussed in the next section.\n\n\n\\subsection{(4,0)CNT-Carbon wire-(4,0)CNT}\n\nTo confirm the possibility of electrical switching behavior, as illustrated in Fig.\\ref{iv}, we present the calculated $I-V$ characteristics (IVCs) of (a) (4,0)@C$_{5}$ (top panel) (b) (4,0)@C$_{4}$ (bottom panel), varying the gap width. We find that the ON\/OFF current ratio of the (4,0)@C$_{5}$ is higher than that of the (4,0)@C$_{4}$. At $V_b$=0.2V, the ON\/OFF ratio of (4,0)@C$_{4}$ and (4,0)@C$_{5}$ takes the value of $\\sim$ 7 and 13, respectively, indicating electrical switching characteristics at low bias, coupled to the mechanical stretching of the CNT. We note that a very small diameter of the (4,0)CNTs plays an important role in their transport properties; thus, the metallic behavior of the (4,0)CNT electrode has been observed.\n\n\nFrom the IVCs (Fig.\\ref{iv}), the charge transport of (4,0)@C$_{4}$-III(P), (4,0)@C$_{5}$-III(P) and (4,0)@C$_{5}$-IV(C) is suppressed, whereas the (4,0)@C$_{4}$-II(C), (4,0)@C$_{5}$-I(C) and (4,0)@C$_{5}$-II(C) show a high-current state. It is important to notice at this point that the cumulene wires do not always give rise to the high conductance: a variation in conductance of the cumulene wire depends on the bonding geometries.\n\n\n \\begin{figure}[tp]\n \\begin{center}\n \\includegraphics[width = 9 cm]{pdos_a.pdf}\n \\end{center}\n \\caption{The zero-bias transmission function and the PDOS of {$\\mathrm{p_x}$} and {$\\mathrm{p_y}$} orbitals of the cumulene C$_5$ wire, corresponding to the wire configuration in Fig. \\ref{pdosb}.}\\label{pdosa}\n \\end{figure}\n\n\nThere is a probability that, in the experiment, the wire can jump to other sites when the CNT is effectively twisted. Consequently, we have investigated the geometrical structures and its corresponding conductance of the C$_5$ wire connected to all possible bridge sites on the (4,0)CNT, as presented in Fig. \\ref{pdosb}. The wire structures have changed into either cumulenes or polyynes depending on the bridge site and gap width. Independently of the bridge site, we find that the polyyne wire is always a low conductance state. For the cumulene wire, interestingly, the results show a possibility to modulate the conductance of the zigzag junction by changing bridge sites, and bonding at the interface. The range of variation in conductance of the cumulene wires is $\\simeq$ 0.1G$_0$-1G$_0$.\n\n\nTo explain the variation in conductance of the cumulene wire, we analyzed the transport channels via PDOS of the wire. We observe that the alignment of PDOS is determined by bridging sites and bonding at the junction. As we have already known that the cumulene wire has two $\\pi$ orbitals around the Fermi level resulting from $\\mathrm{p_x}$ and {$\\mathrm{p_y}$} orbitals \\cite{Shen2010,Prasongkit:2010p780}, the PDOS of the wire is decomposed into $\\mathrm{p_x}$ and $\\mathrm{p_y}$ components, as demonstrated in Fig. \\ref{pdosa}. Our results can be classified into three cases according to bonding geometries at the interface. First, for the cumulene wire forming two bonds to each side of CNTs with two planes parallel to each other ((4,0)@C$_ 5$-I(C),II(C),VIII(C)), there are two states; $\\mathrm{p_x}$ and {$\\mathrm{p_y}$}, with the same energy position at Fermi level. Consequently, electrons can propagate through $\\mathrm{p_x}$ and {$\\mathrm{p_y}$} eigenchannels of the carbon wire, showing a high conductance state. Apparently, the PDOS peak positions, consisting of the two transport channels, show the transmission function close to 2$G_0$. Second, for the cumulene forming one bond to the CNT leads; ((4,0)@C$_ 5$-IV(C),V(C)), there is the only {$\\mathrm{p_y}$} state lying at the Fermi level, whereas the $\\mathrm{p_x}$ state exists above the Fermi energy. This results in a decrease of conductance owing to only one transport channel at the Fermi level. Third, for the cumulene wire forming two bonds to the CNT lead with two planes perpendicular to each other; ((4,0)@C$_ 5$-VI(C)), the PDOS projected to $\\mathrm{p_x}$ and {$\\mathrm{p_y}$} around the Fermi level is very low, causing a drop in conductance. We can therefore conclude that the variation in conductance of the cumulene wire is determined by the transport channels at the Fermi level, depending on the bridge sites and its bonding to the CNT leads.\n\n\n\\section{Summary}\nWe have performed first principles calculations to investigate the transport properties of the carbon wire between zigzag (4,0)CNTs and armchair (4,4)CNT electrodes. The gap width between the electrodes is varied and corresponding conductance variation upon the compression\/elongation of the junction is calculated. Varying the gap width make the carbon wire change the structures (cumulene or polyyne) and contact geometries. We have observed the migration pathways of the carbon wire along the edge, which agrees well with the experimental results.\n\nWe find that the transport properties of the junction are significantly affected by the choice of chirality (zigzag or armchair). For the zigzag junction, the distinguishable ON- and OFF-state is observed, corresponding to the cumulene and polyyne structure, respectively. The zigzag CNT junction can be reversibly switched between ON- and OFF-state through varying the gap width between electrodes. In contrast, for the armchair junction, there is not enough difference in conductance to perform switching. The difference of the detailed transport behavior of both junctions is due to their entirely different electronic structures and bonding geometries, in which the high and low conductance states correspond to the cumulene and polyyne structures, respectively. In the studied configuration, the cumulene usually yields higher conductance than the polyyne wire. However, the cumulene wire can show the variation in conductance in the range from 0.1G$_0$ to 1G$_0$ upon the bridging geometries and sites. Their qualitative difference in transport mechanisms, resulting in the difference in the conductance state, was discussed by means of the transport channel at the Fermi level.\n\n\nOscillatory behavior in conductance of the cumulene wires with different lengths is demonstrated. We find that odd-cumulene wires yield higher conductance than the even-cumulene wires and ballistic transport behavior. The calculated ON\/OFF ratios of the odd-wire are larger than that of the even-wire, resulting from the difference in the electronic properties between the odd- and even-wires.\n\nGraphene leads, representing infinite radii of CNTs, have also been considered. However, graphene lead with zigzag edges has a band gap, and no zero-bias conductance is observed. Due to this semiconducting character of the zigzag electrode, switching behavior will be observed at a high bias voltage. In other aspects, the results for the graphene leads (infinite radii of CNT) are similar with that of CNT leads. \n\n\nIn contrast to metal electrodes, the CNTs can act as true nanoscale electrodes and there is a possibility that the carbon wire can jump to any site of the edge. We therefore investigate how the conductance is affected by the bonding site at the junction for the C$_5$ wire connected to (4,0)CNT electrodes. The range of variation in conductance of the cumulene wires is $\\sim$ 0.1G$_0$--1G$_0$, revealing a potential to tune the conductance. The observed variation is explained by the PDOS analysis of p-orbital components of the cumulene wire. \n\nFinally, the carbon wire-zigzag CNT junctions demonstrate the prominent difference in conductance between ON and OFF states via compression\/elongation junctions without breaking the wire and may be a promising candidate for mechano-switching device in molecular and nanoelectronics.\n\n\\begin{acknowledgments}\nJ.P. has partially been supported by the Nanotech- nology Center (NANOTEC), NSTDA, Ministry of Sci- ence and Technology, Thailand, through its program of Center of Excellence Network. A.G. and R.A. gratefully acknowledge financial support from Carl Tryggers Stiftelse f\\\"or Vetenskaplig Forskning and U3MEC, Uppsala. The calculations were performed at the high performance computing centers UPPMAX within the Swedish National Infrastructure for Computing.\n\\end{acknowledgments}\n\n\n","meta":{"redpajama_set_name":"RedPajamaArXiv"}} +{"text":"\\section{Introduction}\n\nLet $\\al$ be an algebraic number of degree $d \\geq 2$ over $\\Q$ with conjugates $\\al_1=\\al,\\al_2,\\dots,\\al_d$. An additive linear relation\n\\begin{equation}\\label{rysys}\nk_1\\al_1+k_2\\al_2+\\dots+k_d\\al_d=0\n\\end{equation}\nwith some $k_1,k_2,\\dots,k_d \\in \\Q$ is called {\\it nontrivial} if \n$k_i \\ne k_j$ for some $1 \\leq i1$ is called a {\\it Pisot number} if its other conjugates over $\\Q$ (if any) all lie in the open unit disc $|z| < 1$. \nThis answers two questions raised earlier in \\cite{smy0}. For instance, this implies that no two conjugates of a Pisot number can have the same imaginary part. See also a subsequent paper \\cite{DJ} for some further analysis of some simple linear relations of small length.\n\nIn the present paper, we investigate additive linear relations in conjugates of a Salem number. Recall that\nan algebraic integer $\\al>1$ is called a {\\it Salem number} if its other conjugates over $\\Q$ all lie in the closed unit disc $|z| \\le 1$ with at least one conjugate lying on the circle $|z|=1$. \n\nThroughout, if $\\al>1$ is a Salem number \nof degree $d=2s \\geq 4$ we label its conjugates\nas in the theorem below.\n\n\n\\begin{theorem}\\label{pirmoji}\nLet $\\al_1=\\al>1$ be a Salem number of degree $d=2s \\geq 4$ with conjugates $\\al_1,\\dots,\\al_d$ satisfying\n$\\al_2=1\/\\al_1$ and \n$\\al_{2j}=1\/\\al_{2j-1}=\\overline{\\al_{2j-1}}$ for $j=2,\\dots,s$. \nIf for some rational numbers $k_i$, $i=1,\\dots,d$, and for some totally real algebraic number $\\gamma$ we have \n\\begin{equation}\\label{duu}\nk_1\\al_1+k_2\\al_2+\\dots+k_d\\al_d=\\gamma,\n\\end{equation}\nthen \n$k_{2j-1}=k_{2j}$ for each $j=1,\\dots,s$.\n\\end{theorem}\n\nIn particular, the theorem obviously holds for $\\gamma=0$. So, every linear relation \\eqref{rysys} in the conjugates $\\al_i$, $i=1,\\dots,d$, of a Salem number $\\al$ is induced by the linear relation \n\\begin{equation}\\label{rysys1}\nk_1\\be_1+k_3\\be_2+\\dots+k_{2s-1}\\be_s=0\n\\end{equation}\nin conjugates of the respective totally real algebraic integer $\\be_1=\\be:=\\al+1\/\\al>2$ whose other conjugates\nare\n$$\\be_j=\\al_{2j-1}+\\al_{2j}=\\al_{2j-1}+1\/\\al_{2j-1}=\\al_{2j-1}+\\overline{\\al_{2j-1}}=2\\Re \\al_{2j-1} \\in (-2,2)$$ for $j=2,\\dots,s$. If $f$ is the minimal polynomial of a Salem number $\\al$ of degree $d=2s$ and $g$ is the minimal polynomial of \n$\\be=\\al+1\/\\al$ of degree $s$ then they are related by the identity\n$\nf(x)=x^{s} g(x+1\/x).\n$\nThen, as in \\cite{chr}, we call $g$ the {\\it trace polynomial} of $f$. \nNote that $f$ is irreducible if and only if $g$ is irreducible. Also,\n${\\rm Trace}(\\al)=\\sum_{j=1}^d \\al_j= \\sum_{i=1}^s \\be_i= {\\rm Trace}(\\be)$. \n\nBy \\cite{kurb3} (or \\cite{ds1}), the only relation with conjugates $\\be_1=\\be,\\dots,\\be_p$ \nof an irreducible polynomial of prime degree $p$ can be of the form \n$$r\\be_1+r\\be_2+\\dots+r\\be_p=0,$$ where $r \\in \\Q$. Hence, \nthe only possible linear relation with conjugates of a Salem number $\\al$\nwith degree $2p$\nis $r {\\rm Trace}(\\al)=0$, where $r \\in \\Q$. This relation is trivial.\n\nSo, in particular Theorem~\\ref{pirmoji} implies that \n\n\\begin{corollary}\\label{keturi}\nIf $p$ is a prime number then there are no nontrivial linear relations in conjugates of a Salem number of degree $d=2p$. \n\\end{corollary}\n\nBy \\cite{mcsm}, it is known that there are Salem numbers of every integral trace. The degree of a Salem number with negative trace \n$-t$ is quite large if $t \\in \\N$ is large. Earlier, in \\cite{mcsm0} \nSmyth has shown that there are Salem numbers with trace $-1$ of every even degree\n$d \\geq 8$. \n\nHere, by a similar argument, we show that\n\n\\begin{theorem}\\label{keturi-1}\nFor any even $d \\geq 6$ there is a Salem number of degree $d$\nwith trace $0$. \n\\end{theorem}\n\nIn Corollary~\\ref{hbhbhb} below, we list of all $4$ possible Salem numbers of degree $6$ and trace $0$. Note that there are no Salem numbers \nof degree $4$ and trace $0$. Indeed, otherwise the minimal polynomial of\nsuch a Salem number would be $x^4+ax^2+1$, with $a \\in \\Z$, which is impossible. \n\nOur next theorem describes the minimal length of nontrivial linear relations between conjugates of a Salem number and the minimal degree\nof a Salem number for which a nontrivial linear relation may occur. \n\n\\begin{theorem}\\label{antroji}\nSuppose $\\al>1$ is a Salem number with conjugates $\\al_1=\\al,\\al_2,\\dots, \\al_d$ over $\\Q$ labelled as in Theorem~\\ref{pirmoji}. \n\\begin{itemize}\n\\item[$(i)$]\nIf for some\nintegers $k_1,k_2,\\dots,k_d$, not all zero, the nontrivial linear relation \\eqref{rysys} holds then its length \nmust be at least $6$.\nFurthermore, there exist Salem numbers $\\al$ of degree $12$ whose six conjugates satisfy the following nontrivial linear relation of length $6$:\n$$\n\\al_1+\\al_2+\\al_3+\\al_4+\\al_5+\\al_6=0.\n$$\n\n\\item[$(ii)$] The smallest degree of a Salem number with a nontrivial linear relation between its conjugates is $8$. Furthermore, there exist Salem numbers $\\al$ of degree $8$ whose conjugates satisfy the following nontrivial linear relation:\n$$\n\\al_1+\\al_2+\\al_3+\\al_4-\\al_5-\\al_6-\\al_7-\\al_8=0.\n$$\n\\end{itemize}\n\\end{theorem}\n\n\n\n\\section{Auxiliary results}\n\nWe begin with two simple lemmas. \n\n\\begin{lemma}\\label{trecioji}\nThe cubic polynomial $x^3-ax+b \\in \\R[x]$ has three distinct roots in the interval $(-2,2)$ iff $00$. Set $x_0:=\\sqrt{a\/3}$. \nThen, the polynomial $h$\nhas three distinct roots in $(-2,+\\infty)$ iff $-2<-x_0$ (i.e., $00\n\\end{equation}\nand\n\\begin{equation}\\label{mm3}\nh(x_0)=-\\frac{2a\\sqrt{a}}{3\\sqrt{3}}+b<0.\n\\end{equation}\n\nClearly, all three roots belong to $(-2,2)$ if, in addition, we have $h(2)=8-2a+b>0$. Combined with \\eqref{mm1}, \\eqref{mm2} and \\eqref{mm3}\nthis proves \\eqref{pima}. Evidently, \\eqref{pima} is only possible for some $b$ when its left hand side does not exceed its right hand side, that is, when $02$, $\\be_2=(1-\\sqrt{1-4\\ga_1})\/2 \\in (-2,-1)$ and $\\be_3,\\dots,\\be_{2k} \\in (-1,2)$. So, $g$ has $2k-1$\nroots in $(-2,2)$ and one root greater than $2$. Clearly, by \\eqref{bbbb}, we have\n\\begin{equation}\\label{bee}\n\\be_{1}+\\be_2=\\dots=\\be_{2k-1}+\\be_{2k}=1.\n\\end{equation}\n\nNow, as the roots $\\al_1=\\al>1,\\al_2=1\/\\al,\\dots,\\al_{4k-1},\\al_{4k}=1\/\\al_{4k-1}$ of $$f(x)=x^{2k}g(x+1\/x)=(-1)^k x^{2k}h\\big((x+1\/x)(1-x-1\/x)\\big)$$ satisfy $\\be_j=\\al_{2j-1}+\\al_{2j}=\\al_{2j-1}+1\/\\al_{2j-1}$ for each $j=1,\\dots,2k$, we see that \\eqref{bee} implies \\eqref{aaa}. Furthermore, $\\al$ is a Salem number of degree $4k$ provided that $f$ is irreducible\nover $\\Q$. \n\\end{proof}\n\n\nWe made some calculations related to Lemma~\\ref{trecioji-1}. It turns out that there exactly $15$ quadratic polynomials $h$ satisfying the conditions of the lemma and thus producing $15$ Salem numbers \nof degree $8$ satisfying \\eqref{aaa} with $k=2$. For instance, $x^2+4x+1$ is such a quadratic polynomial $h$. Also, there are exactly \n$30$ cubic, $20$ quartic and $4$ quintic polynomials $h$ producing\n$30$ Salem numbers of degree $12$ (satisfying \\eqref{aaa} with $k=3$), $20$ Salem numbers of degree $16$ (satisfying \\eqref{aaa} with $k=4$) and $4$ Salem numbers of degree $20$ (satisfying \\eqref{aaa} with $k=5$), respectively. In the case $k=5$, the example of $h$ is $$x^5+9x^4+22x^3+16x^2-x-1.$$ This gives a Salem number $\\al$ of degree $20$ with minimal polynomial \n$$x^{20}-5x^{19}+11x^{18}-19x^{17}+26x^{16}-29x^{15}+\n27x^{14}-19x^{13}+8x^{12}+x^{11}$$ $$-5x^{10}+\nx^9+8x^8-19x^7+27x^6-29x^5+\n26x^4-19x^3+11x^2-5x+1$$\nwhose conjugates satisfy \\eqref{aaa} with $k=5$. \n\nThe first part of the next lemma was inspired by Lemma 1 of Beukers and Smyth in \\cite{beusmy}. Essentially, it is a version of their algorithm \\cite{beusmy} to locate cyclotomic points on curves, specialized to the case of sequences of polynomials that produce Salem numbers from Pisot numbers. Also, the second part of Lemma \\ref{Lemma_cyclotomic_factors} is loosely related to the work on irreducibility of polynomials of the type $x^nf(x)+g(x) \\in \\Z[x]$ and on the sequences and covering systems of integers by Schinzel \\cite{schi}, Filaseta et al. \\cite{fifoko, fima}, although these irreducibility results are not of direct relevance here. Throughout, $f^*(x) = x^{\\deg{f}}f(1\/x)$ stands for the \\emph{reciprocal polynomial} of $f(x)$.\n\n\\begin{lemma}\\label{Lemma_cyclotomic_factors}\nFor $n \\in \\N$, consider the sequence of polynomials\n\\[\ng_n(x) := x^nf(x) + \\eps f^{*}(x),\n\\] where $\\eps \\in \\{-1, 1\\}$ and $f(x) \\in \\Z[x]$ satisfies $f^*(x) \\ne \\pm f(x)$. \nSuppose that a root of unity $\\zeta \\in \\C$ is also a root of some polynomial $g_n(x)$. Then, $\\zeta$ must appear among the zeros of at least one of the following polynomials:\n\\[\nf(x^2)f^*(x)^2 + \\eps f(x)^2f^*(x^2), \\qquad f(x)^2f^*(-x^2) \\pm f(-x^2)f^*(x)^2,\n\\]\n\\[\nf(x)f^*(-x) \\pm f(-x)f^*(x).\n\\]\nIn particular, if none of these polynomials is identically zero, then the set of all such possible roots of unity $\\zeta$ is finite.\n\nIn addition to this, if $f(\\zeta) \\ne 0$ then the root of unity $\\zeta$ is a zero of $g_n(z)$ if and only if $n$ belongs to the arithmetic progression $\\ell k+r$, $k=0, 1, 2, \\dots$, where $r$ is a fixed integer in the range $0 \\leq r < \\ell$ and $\\ell={\\rm ord}(\\zeta)$ denotes the multiplicative order of $\\zeta$. \n\\end{lemma}\n\n\\begin{proof}\nAs $\\zeta$ is the root of unity, by Lemma 1 of \\cite{beusmy} (or Lemma 2.1 of \\cite{mcsm0}, at least one of the three numbers $\\zeta^2$, $-\\zeta^2$, $-\\zeta$ must be an algebraic conjugate of $\\zeta$ over $\\Q$.\nMultiplying $g_n(x)=x^n f(x)+\\eps f^*(x)$ by $x^n f(x)-\\eps f^*(x)$ we see that the polynomial $h(x)=x^{2n}f(x)^2 - f^*(x)^2$ has a zero at $x=\\zeta$.\n\nIf $\\zeta^2$ is conjugate of $\\zeta$, then one also has $g_n(\\zeta^2)=0$. Combining this with $h(\\zeta)=0$ yields\n\\[\n\\left\\{\n\\begin{split}\n\\zeta^{2n}f(\\zeta)^2 \t&- f^*(\\zeta)^2\t\t&= 0,\\\\\n\\zeta^{2n}f(\\zeta^2)\t&+ \\eps f^*(\\zeta^2)\t&= 0.\n\\end{split}\n\\right.\n\\]\nHence,\n\\[\n\\begin{vmatrix}\nf(\\zeta)^2 \t &- f^*(\\zeta)^2\\\\\nf(\\zeta^2) &\\eps f^*(\\zeta^2)\\\\\n\\end{vmatrix} = \\eps f(\\zeta)^2f^*(\\zeta^2) + f(\\zeta^2)f^*(\\zeta)^2 = 0.\n\\]\nThus, $\\zeta$ is the root of $f(x^2)f^*(x)^2 + \\eps f(x)^2f^*(x^2)$.\n\nSuppose next that $-\\zeta^2$ is a conjugate to $\\zeta$. Then, using $g_n(-\\zeta^2)=0$ and $h(\\zeta)=0$, one concludes that $\\zeta$ is the root of the polynomial\n $f(x)^2f^*(-x^2) +\\eps (-1)^n f(-x^2)f^*(x)^2$. \n\nIn the case when $-\\zeta$ is conjugate to $\\zeta$, from $g_n(\\zeta)=g_n(-\\zeta)=0$ one obtains $\\zeta^n f(\\zeta)+\\eps f^*(\\zeta)=0$ and $(-\\zeta)^n f(-\\zeta)+\\eps f^*(-\\zeta)=0$, which yields that $\\zeta$ is a root of $f(x)f^*(-x) +(-1)^{n+1} f(-x)f^*(x)$.\n \nFinally, if a root of unity $\\zeta$ of order $\\ell$ satisfies $g_n(\\zeta)=0$, then $g_{n+\\ell}(\\zeta)=0$. Furthermore, if $\\zeta$ is a common root of $x^{n_1}f(x) +\\eps f^*(x)$ and $x^{n_2}f(x)+ \\eps f^*(x)$, then $(\\zeta^{n_2}-\\zeta^{n_1})f(\\zeta)=(\\zeta^{n_2-n_1}-1)\\zeta^{n_1}f(\\zeta)=0$. By $f(\\zeta) \\ne 0$, it follows that $\\zeta^{n_2 - n_1}=1$. Thus, $\\ell \\mid (n_2 - n_1)$ and so all such $n$ form an arithmetic progression with difference $\\ell$, as claimed. \n\\end{proof}\n\n\\section{Proofs of the theorems}\n\n\n\n\\begin{proof}[Proof of Theorem~\\ref{pirmoji}]\nAssume that $k_{2i} \\ne k_{2i-1}$ for some $i$ in the range $1 \\le i \\le s$. Let $G$ be the Galois group of the normal extension of $\\Q(\\al,\\ga)$ over $\\Q$, and let $\\sigma$ be an automorphism of $G$ which maps $\\al_{2i-1}$ to $\\al_1=\\al$. Then, $\\sigma(\\al_{2i})=\\sigma(1\/\\al_{2i-1})=1\/\\al$, so that \\eqref{duu} maps into\n\\begin{equation}\\label{kjh}\n\\sigma(\\gamma)=k_{2i-1}\\al+k_{2i}\/\\al+ t_3\\al_3+\\dots+t_d\\al_d,\n\\end{equation}\nwhere $t_3,\\dots,t_d \\in \\Q$ is a permutation of the list obtained from the initial list \n$k_1,\\dots,k_d$ by excluding the elements $k_{2i-1}$ and $k_{2i}$. \n\nConsider the following equality which is complex conjugate to \\eqref{kjh}:\n\\begin{equation}\\label{kjh1}\n\\overline{\\sigma(\\gamma)}=k_{2i-1}\\al+k_{2i}\/\\al+ t_3\\overline{\\al_3}+\\dots+t_d\\overline{\\al_d}.\n\\end{equation}\nSince $\\overline{\\sigma(\\ga)}=\\sigma(\\ga)$ and $\\al_{2j}=\\overline{\\al_{2j-1}}$ for $j=2,\\dots,s$, by adding \\eqref{kjh} and \\eqref{kjh1}, we obtain\n$$\n2\\sigma(\\gamma) = 2k_{2i-1}\\al+2k_{2i}\/\\al+ w_2(\\al_3+\\al_4)+\n\\dots+w_{s}(\\al_{d-1}+\\al_d),\n$$\nwhere $w_{j}=t_{2j-1}+t_{2j}$ for $j=2,3,\\dots,s$. \nAdding $2(k_{2i}-k_{2i-1})\\al$ to both sides we deduce that\n$$2\\sigma(\\gamma)+ 2(k_{2i}-k_{2i-1})\\al=w_1(\\al_1+\\al_2)+w_2(\\al_3+\\al_4)+\\dots+w_{s}(\\al_{d-1}+\\al_d),$$\nwhere $w_1=2k_{2i}$.\n\nAs we already observed above, the number $\\be_1=\\be=\\al+1\/\\al=\\al_1+\\al_2$ is totally real with conjugates $\\be_2=\\al_3+\\al_4$, \\dots, $\\be_s=\\al_{d-1}+\\al_d$. Hence,\nthe number \n$$2(k_{2i}-k_{2i-1})\\al=w_1\\be_1+w_2\\be_2+\\dots+w_{s}\\be_s-2\\sigma(\\gamma)$$\nis a linear form (with rational coefficients $w_1,\\dots,w_s,-2$) in totally real algebraic numbers $\\be_1,\\dots,\\be_s,\\sigma(\\gamma)$.\nThus, it must be totally real itself. However, the number $2(k_{2i}-k_{2i-1})\\al \\ne 0$ is\nnot totally real, since it has a non-real conjugate $2(k_{2i}-k_{2i-1})\\al_3$. \nThis is a contradiction which completes the proof of the theorem. \n\\end{proof}\n\n\n\n\\begin{proof}[Proof of Theorem \\ref{keturi-1}] Assume that there exists a smallest even degree $d$ (where $d \\geq 8$ by Corollary~\\ref{keturi-1}), such that there are no Salem numbers of that degree $d$ with trace $0$. We will track down and ultimately eliminate all such possible $d$ by considering 3 sequences of polynomials, given explicitly by Salem's original construction \\cite{salem1, salem2}.\n\nWe start with a Salem sequence \n\\[\ng_n(x)=x^n(x^3-x-1) + (-x^3-x^2+1), \\quad n \\geq 2.\n\\] Then $g_n(x)$ either posseses cyclotomic factors or it is a minimal polynomial of a Salem number of trace $0$; see \\cite{boyd, salem1, salem2}. Since we have assumed that no Salem number of degree $d$ and trace $0$ exists, the polynomial $g_n(x)$ of degree $d=\\deg{g_n}=n+3$ must be reducible, that is, it must be divisible by a cyclotomic polynomial $\\Phi_{\\ell}(x)$, where $\\ell \\in\\N$.\n\nTo find cyclotomic factors of $g_n(x)$, we apply\nLemma~\\ref{Lemma_cyclotomic_factors} with $f(x)=x^3-x-1$ and $\\eps=1$. The following candidates appear as factors of auxiliary polynomials described in\nLemma~\\ref{Lemma_cyclotomic_factors} (with $\\eps=1$):\n\\[\n\\Phi_1(x) = x-1, \\qquad \\Phi_2(x)=x+1, \\qquad \\Phi_8(x)=x^4+1\\]\n\\[\n\\Phi_{12}(x)=x^4-x^2+1, \\qquad \\Phi_{18}(x)=x^6-x^3+1,\n\\]\n\\[\n\\Phi_{30}(x) = x^8 + x^7 - x^5 - x^4 - x^3 + x + 1.\n\\] Since none of the five auxiliary polynomials is zero identically, this list is complete. \n\nTo see which of these candidates actually show up, one can apply the periodicity property stated in the second part of Lemma~\\ref{Lemma_cyclotomic_factors}. After computation of ${\\rm gcd}(g_n(x), \\Phi_{\\ell}(x))$, $0 \\leq n \\leq \\ell-1$ for $\\ell=1, 2, 8, 12, 18, 30$ it turns out that $g_n(x)$ has cyclotomic factors precisely for the degrees $d=n+3$ in one of the arithmetic progressions:\n\\[\nd \\in \\{2k+1, 8k+2, 12k+1, 18k+17, 30k+24\\},\n\\]\nwhere $k=0, 1, 2, \\dots $. As $d$ must be even, we restrict all such possible $d$ to two arithmetic progressions: $d \\in \\{8k+2, 30k+24\\}$.\n\nNext, we take the second sequence\n\\[\nh_n(x) = \\frac{x^n(x^2-x-1) - (-x^2-x+1)}{x-1}, \\quad n \\geq 2.\n\\]\nAlthough now $f(x)=x^2-x-1$ contributes the coefficient $-1$ of $x^{n+1}$ to $g_n(x)$, one regains trace $0$ after division by $x-1$. \nLet us apply \nLemma~\\ref{Lemma_cyclotomic_factors} to the polynomial $g_n(x)=(x-1)h_n(x)$ with this new choice of $f(x)$ and $\\eps=-1$. The candidate cyclotomic factors are:\n\\[\n\\Phi_1(x) = x - 1, \\qquad \\Phi_2(x) = x + 1,\\qquad \\Phi_3(x)= x^2 + x + 1,\n\\]\n\\[\n\\Phi_6(x)= x^2 - x + 1,\\qquad \\Phi_{12}(x)=x^4 - x^2 + 1.\n\\] As above, the computation of gcd's with first $12$ polynomials of the sequence yields the list of possible bad degrees $d=n+1$:\n\\[\nd \\in \\{ 2k+1, 3k+ 2, 6k+3, 12k +4\\}.\n\\]\nThis list also accounts for the single occurrence of the multiple factors, namely, $(x-1)^2$ in $g_4(x)$. Bad degrees must be even, so we are left with $d \\in \\{6k+2, 12k+4\\}$. \n\nLet us combine this with the arithmetic progressions obtained from the first sequence:\n\\[\nd \\in \\{8k+2, 30k+24\\} \\cap \\{6k+2, 12k+4\\}.\n\\]\nNotice that all integers $30k+24$ are divisible by $6$, while none of $6k+2$ or $12k+4$ are. Therefore, $d \\notin \\{30k+24\\}$, and hence $d \\in \\{8k+2\\}$. Next, notice that $12k+4$ is divisible by $4$ while $8k+2$ is not. Consequently, $d \\notin \\{12k+4\\}$. It follows that\n\\[\nd \\in \\{8k+2\\} \\cap \\{6k+2\\} = \\{24k + 2\\}.\n\\]\n\nTo eliminate this possibility, let us consider the third sequence, constructed with $f(x)=x^3-x^2-1$ and $\\eps=-1$:\n\\[\nh_n(x) = \\frac{x^n(x^3-x^2-1) - (-x^3-x+1)}{x-1}, \\quad n \\geq 2.\n\\]\nThis time, by Lemma~\\ref{Lemma_cyclotomic_factors} the candidates for cyclotomic divisors are\n\\[\n\\Phi_1(x)= x - 1, \\quad\n \\Phi_2(x)= x + 1, \\quad\n \\Phi_3(x)= x^2 + x + 1, \\quad\n \\Phi_4(x)= x^2 + 1, \\quad\n \\]\n \\[\n \\Phi_6(x)= x^2 - x + 1, \\quad\n \\Phi_{10}(x)= x^4 - x^3 + x^2 - x + 1, \\quad\n \\Phi_{18}(x)= x^6 - x^3 + 1.\n\\]\nNow, bad degrees $d=n+2$ for this sequence $h_n(x)$ are\n\\[\nd \\in \\{2k+1, 3k+1, 4k+3, 6k+4, 10k+5, 18k+ 6\\}.\n\\] This last list accounts for the factor $(x-1)^2$ of $g_5(x)$ for a single value $n=5$. Since $d$ is even, $d \\notin \\{2k+1, 4k+3, 10k+5\\}$. Since $d \\in \\{24k+2\\}$ would have remainder $2 \\pmod{3}$, we have $d \\notin \\{3k+1, 6k+4\\}$. Finally, $d \\notin \\{18k+6\\}$, since $24k+2$ is not divisible by $6$. This exhausts the list of possibilities, so no such bad degrees can exist. Hence, for each even $d \\geq 6$, we can find a Salem number of degree $d$ and trace $0$ in one of the three Salem sequences that were considered above.\n\\end{proof}\n\n\n\n\\begin{proof}[Proof of Theorem~\\ref{antroji}]\nSuppose that the relation \\eqref{rysys} holds with some $k_j \\in \\Z$, not all zero, and conjugates $\\al_j$ of a Salem number $\\al$ labelled as in Theorem~\\ref{pirmoji}. Then, by Theorem~\\ref{pirmoji}, we \nhave $k_{2j}=k_{2j-1}$ for $j=1,\\dots,s$. Setting $\\beta_j=\\al_{2j-1}+1\/\\al_{2j-1}$ for $j=1,\\dots,s$ we find that\n\\eqref{rysys1} holds, namely,\n$k_{1}\\beta_1+k_3\\beta_2+\\dots+k_{2s-1}\\beta_s=0$.\n\nIn order to prove the first part of the theorem we need to show that $|k_1|+|k_3|+\\dots+|k_{2s-1}| \\geq 3$. \nFor a contradiction, assume that $$|k_1|+|k_3|+\\dots+|k_{2s-1}| \\leq 2.$$\nThe case when $|k_{2j-1}|=2$ for some $j$ (and so other $k_{2i-1}$ are all zeros) is clearly impossible, since \n$\\pm 2 \\be_j \\ne 0$. Therefore, we must have $|k_{2i-1}|=|k_{2l-1}|=1$, where $i2$ one obtains $\\be_1=-\\sigma(\\be_l)$. Here, the left hand side is a real number greater than $2$, whereas the right hand side belongs to the interval $(-2,2)$, which is a contradiction. \n\nIn order to prove the existence of a Salem number of degree $12$ with \nrequired linear relation among its conjugates we can\ntake, for instance, the following two pairs of real numbers $(a,b)$: \n$$(a_1,b_1)=(5-\\sqrt{2}, -3+2\\sqrt{2}) \\quad \\text{and} \\quad (a_2,b_2)=(5+\\sqrt{2},-3-2\\sqrt{2}).$$ \n\nHere, the first pair $(a_1,b_1)$ satisfies $0