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Gauging permutation symmetries as a route to non-Abelian fractons
by Abhinav Prem, Dominic J. Williamson
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Submission summary
Authors (as registered SciPost users): | Abhinav Prem |
Submission information | |
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Preprint Link: | https://arxiv.org/abs/1905.06309v2 (pdf) |
Date submitted: | June 5, 2019, 2 a.m. |
Submitted by: | Prem, Abhinav |
Submitted to: | SciPost Physics |
Ontological classification | |
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Academic field: | Physics |
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Approach: | Theoretical |
Abstract
We discuss the procedure for gauging on-site $\mathbb{Z}_2$ global symmetries of three-dimensional lattice Hamiltonians that permute quasi-particles and provide general arguments demonstrating the non-Abelian character of the resultant gauged theories. We then apply this general procedure to lattice models of several well known fracton phases: two copies of the X-Cube model, two copies of Haah's cubic code, and the checkerboard model. Where the former two models possess an on-site $\mathbb{Z}_2$ layer exchange symmetry, that of the latter is generated by the Hadamard gate. For each of these models, upon gauging, we find non-Abelian subdimensional excitations, including non-Abelian fractons, as well as non-Abelian looplike excitations and Abelian fully mobile pointlike excitations. By showing that the looplike excitations braid non-trivially with the subdimensional excitations, we thus discover a novel gapped quantum order in 3D, which we term a "panoptic" fracton order. This points to the existence of parent states in 3D from which both topological quantum field theories and fracton states may descend via quasi-particle condensation. The gauged cubic code model represents the first example of a gapped 3D phase supporting (inextricably) non-Abelian fractons that are created at the corners of fractal operators.
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Reports on this Submission
Report #1 by Anonymous (Referee 1) on 2019-8-5 (Invited Report)
- Cite as: Anonymous, Report on arXiv:1905.06309v2, delivered 2019-08-05, doi: 10.21468/SciPost.Report.1099
Report
The paper is written in an amazingly clear way. Pedagogical examples were explained in detail. Moreover, a systematic discussion was given to explain the appearance of the new features under a generic setup. The paper should be easy to follow for people working in the field. Therefore, I recommend publication of this paper pretty much as it is. I only have one minor comment: The caption of figure 2 is a bit confusing. The figure contains (a) and (b) parts which are not referred to in the caption. How is the blue region different from the green region in figure (b)?