Fröhlich polaron effective mass and localization length in cubic materials: Degenerate and anisotropic electronic bands
Bibliographic record
Abstract
Polarons, that is, charge carriers correlated with lattice deformations, are ubiquitous quasiparticles in semiconductors, and play an important role in electrical conductivity. To date most theoretical studies of so-called large polarons, in which the lattice can be considered as a continuum, have focused on the original Fr\"ohlich model: a simple (nondegenerate) parabolic isotropic electronic band coupled to one dispersionless longitudinal optical phonon branch. The Fr\"ohlich model allows one to understand characteristics such as polaron formation energy, radius, effective mass, and mobility. Real cubic materials, instead, have electronic band extrema that are often degenerate (e.g., threefold degeneracy of the valence band), or anisotropic (e.g., conduction bands at $X$ or $L$), and present several phonon modes. In the present paper, we address such issues. We keep the continuum hypothesis inherent to the large polaron Fr\"ohlich model, but waive the isotropic and nondegeneracy hypotheses, and also include multiple phonon branches. For polaron effective masses, working at the lowest order of perturbation theory, we provide analytical results for the case of anisotropic electronic energy dispersion, with two distinct effective masses (uniaxial) and numerical simulations for the degenerate three-band case, typical of III-V and II-VI semiconductor valence bands. We also deal with the strong-coupling limit, using a variational treatment: we propose trial wave functions for the above-mentioned cases, providing polaron radii and energies. Then, we evaluate the polaron formation energies, effective masses, and localization lengths using parameters representative of a dozen II-VI, III-V, and oxide semiconductors, for both electron and hole polarons. We show that for some cases perturbation theory (the weak-coupling approach) breaks down. In some other cases, the strong-coupling approach reveals that the large polaron hypothesis is not valid, which is another distinct breakdown. In the nondegenerate case, we compare the perturbative approach with the Feynman path integral approach in characterizing polarons in the weak-coupling limit. Thus, based on theoretical results for cubic materials, the present paper characterizes the validity of the continuum hypothesis for a large set of 20 materials.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".