Distortion and electric field control of band structure of silicene

Density functional theory with local density approximation for exchange and correlation functional is used to tune the electronic band structure of silicene monolayer. The cohesive energy of free standing monolayer is increasing (decreasing) with external electric field (distortion). Electrons in silicene behave like Dirac fermions, when the bond angle between the Si atoms is larger than $\sim 102^{0}$. Large distortions destroy the electronic structure of silicene and silicene is no longer a semi-metallic material, and the distorted silicene acts like an $n$-doped system. Electric field opens a band gap around $K$ point in the Brillouin zone, which increases with electric field. The bond angle between the Si atoms is a key player to determine the presence or absence of Dirac cones in silicene.Comment: Europhysics Lett. Accepted (2014

Strain-induced half-metallic ferromagnetism in zinc blende CrP/MnP superlattice: First-principles study

Using first-principles calculations within generalized gradient approximation, the electronic and magnetic properties of zinc blende (zb) CrP/MnP superlattice are investigated. The equilibrium lattice constant is calculated to be $5.33\,$\AA. The stability of ferromagnetic zb CrP/MnP superlattice against antiferromagnetism is considered and it is found that the ferromagnetic CrP/MnP superlattice is more stable than the antiferromagnetic one. It is shown that at the equilibrium lattice constant the CrP/MnP superlattice does not show any half metallicity mainly due to the minority $t_{2g}$ states of Cr and Mn. However, if strain is imposed on the CrP/MnP superlattice then the minority $t_{2g}$ electrons shift to higher energies and the proposed superlattice becomes a half-metal ferromagnet. The effect of tetragonal and orthorhombic distortions on the half metallicity of zb CrP/MnP superlattice is also discussed. It is also shown that InP-CrP/MnP/InP is a true half-metal ferromagnet. The half metallicity and magnetization of these superlattices are robust against tetragonal/ orthorhombic deformation.Comment: 5 pages, 4 figure

Magnetic monolayer Li2_{2}N: Density Functional Theory Calculations

Density functional theory (DFT) calculations are used to investigate the electronic and magnetic structures of a two-dimensional (2D) monolayer Li$_{2}$N. It is shown that bulk Li$_{3}$N is a non-magnetic semiconductor. The non-spinpolarized DFT calculations show that $p$ electrons of N in 2D Li$_{2}$N form a narrow band at the Fermi energy $E_{\rm{F}}$ due to a low coordination number, and the density of states at the Fermi energy ($g(E_{\rm{F}}$)) is increased as compared with bulk Li$_{3}$N. The large $g(E_{\rm{F}}$) shows instability towards magnetism in Stoner's mean field model. The spin-polarized calculations reveal that 2D Li$_{2}$N is magnetic without intrinsic or impurity defects. The magnetic moment of 1.0\,$\mu_{\rm{B}}$ in 2D Li$_{2}$N is mainly contributed by the $p_{z}$ electrons of N, and the band structure shows half-metallic behavior. {Dynamic instability in planar Li$_{2}$N monolayer is observed, but a buckled Li$_{2}$N monolayer is found to be dynamically stable.} The ferromagnetic (FM) and antiferromagnetic (AFM) coupling between the N atoms is also investigated to access the exchange field strength. {We found that planar (buckled) 2D Li$_{2}$N is a ferromagnetic material with Curie temperature $T_{c}$ of 161 (572) K.}Comment: Euro Phys. Lett. 2017 (Accepted

Adjunct Instructors’ Opportunities for Learning Through Engagement with a Research-Based Mathematics Curriculum

There is a growing need to retain students in STEM fields and majors in the U.S. Improving students’ experience in early mathematics courses like Precalculus can influence students’ decisions to remain in STEM fields. Teachers can play an important role in providing effective learning experiences to the students. Supporting teachers and providing professional development can help the teachers in facilitating student learning. When it comes to implementing research-based mathematics curricula, teachers are key players in making the curriculum come alive inside their classrooms. The challenges that teachers face when implementing a research-based mathematics curriculum can provide opportunities for their own learning. As they engage with the curricular resources, the new curriculum challenges the teachers’ current knowledge and teaching practice. In this dissertation I have explored three adjunct instructors’ engagement with a research-based mathematics curriculum over the course of two semesters. Engagement with the curricular resources provided opportunities for their learning, as the instructors planned and enacted the curriculum, discussed it while collaborating with colleagues or reflecting. Some of these opportunities were availed and some were left unexplored. Findings of this study have implications for developing effective professional development programs for adjunct instructors