Surprises in the theory of elasticity: pairwise atomic interactions, central forces, and Cauchy relations

IF 0.6 4区 教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES European Journal of Physics Pub Date : 2024-09-18 DOI:10.1088/1361-6404/ad6e45
J Etxebarria
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Abstract

Although the theory of elasticity has been well known for many years there are still some commonly accepted misconceptions that continue to be taught in solid-state physics courses. In this paper we review some of these misconceptions through a detailed study of the relationship between macroscopic and microscopic theories of elasticity in a simple-cubic crystal with one atom per primitive cell. The analysis is performed at different stages of complexity. In the first-neighbor approximation we find that the crystal is simply unstable. If pairwise interaction up to second neighbors is considered the crystal is stable but the elastic constants present additional symmetries known as Cauchy relations which are not observed experimentally. The reasons for this behavior are analyzed, pointing out that the invariance of the potential energy with respect to rotations implies necessarily that pairwise interactions must be central. Only if the atomic interactions involve the participation of 3-bodies or more, the forces are non-central and the resulting elastic tensor may be acceptable.
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弹性理论中的惊喜:成对原子相互作用、中心力和柯西关系
尽管弹性理论多年来已广为人知,但在固体物理课程中仍存在一些普遍接受的误解。在本文中,我们通过详细研究在每个原始晶胞只有一个原子的简单立方晶体中弹性的宏观和微观理论之间的关系,对其中的一些误解进行了评述。分析在不同的复杂阶段进行。在第一相邻近似条件下,我们发现晶体根本不稳定。如果考虑到第二相邻原子的成对相互作用,则晶体是稳定的,但弹性常数呈现出额外的对称性,即实验中无法观察到的柯西关系。我们分析了这种行为的原因,并指出势能对旋转的不变性必然意味着成对相互作用必须是中心作用。只有当原子相互作用涉及 3 个或更多原子体参与时,力才是非中心的,由此产生的弹性张量才可能是可接受的。
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来源期刊
European Journal of Physics
European Journal of Physics 物理-物理:综合
CiteScore
1.70
自引率
28.60%
发文量
128
审稿时长
3-8 weeks
期刊介绍: European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.
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