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- Chen, Yaqi, et al.
(författare)
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Insight into the Extreme Side Reaction between LiNi0.5Co0.2Mn0.3O2 and Li1.3Al0.3Ti1.7(PO4)3 during Cosintering for All-Solid-State Batteries
- 2023
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Ingår i: Chemistry of Materials. - 1520-5002 .- 0897-4756. ; 35:22, s. 9647-9656
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Tidskriftsartikel (refereegranskat)abstract
- All-solid-sate batteries (ASSBs) with a NASICON-type solid-state electrolyte (SSE) of Li1.3Al0.3Ti1.7(PO4)3 (LATP) can be accepted as a promising candidate to significantly improve safety and energy density due to their high oxidation potential and high ionic conductivity. However, thermodynamic instability between the cathode and LATP is scarcely investigated during cosintering preparation for the integrated configuration of ASSBs. Herein, the structural compatibility between commercially layered LiNi0.5Co0.2Mn0.3O2 (NCM523) and LATP SSE was systematically investigated by cosintering at 600 °C. It is noticeable that an extreme side reaction between Li from NCM523 and phosphate from LATP happens during its cosintering process, leading to a severe phase transition from a layered to a spinel structure with high Li/Ni mixing. Consequently, the capacity of NCM523 is lost during the preparation of the NCM523-LATP composite cathode. Based on this, we suggested that the interface modification of the NCM523/LATP interface is valued significantly to inhibit this extreme side reaction, quickening the application of LATP-based ASSBs.
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| 5. |
- Olofsson, Anders D., et al.
(författare)
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Editorial
- 2013
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Ingår i: Education Inquiry. - Umeå : Informa UK Limited. - 2000-4508. ; 4:4, s. 595-606
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Olofsson, Anders D., 1973-, et al.
(författare)
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Editorial
- 2013
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Ingår i: Education Inquiry. - Umeå : Umeå university. - 2000-4508. ; 4:4, s. 595-606
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Tidskriftsartikel (refereegranskat)abstract
- Recent years have seen the increased use of digital technologies for educational activities at all levels of the education system (Jopling, 2012). The one-to-one initiative (also called the 1:1 initiative), referring to one digital device per student (Penuel, 2006), is widespread in many parts of the Western world (see, for example, Bebell & O’Dwyer, 2010; Fleischer, 2012), with the Nordic countries being no exception (Kroksmark, 2011; JRC, 2013). On a policy level, digital technologies are said to influence teaching and learning (OECD, 2009) and to embody the potential to both improve and change activities in school settings (European Commission, 2008). This optimistic yet also naïve understanding of digital technologies in schools expressed on the policy level represents a challenge.
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