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Solid State Multinuclear Magnetic Resonance Investigation of Electrolyte Decomposition Products on Lithium Ion Electrodes

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TLDR
Solid electrolyte interphase (SEI) formation in lithium ion cells prepared with advanced electrolytes is investigated by solid state multinuclear (7Li, 19F, 31P) magnetic resonance (NMR) measurements of electrode materials harvested from cycled cells subjected to an accelerated aging protocol.
Abstract
Solid electrolyte interphase (SEI) formation in lithium ion cells prepared with advanced electrolytes is investigated by solid state multinuclear (7Li, 19F, 31P) magnetic resonance (NMR) measurements of electrode materials harvested from cycled cells subjected to an accelerated aging protocol. The electrolyte composition is varied to include the addition of fluorinated carbonates and triphenyl phosphate (TPP, a flame retardant). In addition to species associated with LiPF6 decomposition, cathode NMR spectra are characterized by the presence of compounds originating from the TPP additive. Substantial amounts of LiF are observed in the anodes as well as compounds originating from the fluorinated carbonates.

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Journal ArticleDOI

What Can We Learn from Solid State NMR on the Electrode-Electrolyte Interface?

TL;DR: By combining new methods in solid state NMR spectroscopy with other analytical tools, a holistic description of the electrode-electrolyte interface can be obtained, which will enable the design of improved interfaces for developing battery cells with high energy, high power, and longer lifetime.
DissertationDOI

Analysis and Modeling of Capacity Fading in Lithium Ion Batteries

TL;DR: In this paper, a physics-based model and a chem-mechanical model were used to estimate the capacity fade of lithium ion batteries, and the results showed that the model was accurate.
Journal ArticleDOI

A Practitioner's Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science.

TL;DR: One middle school science teacher, engaging in practitioner inquiry, tapped into the potential of deliberate cognate instruction to support the learning of science vocabulary within the context of inquiry-based science teaching as mentioned in this paper.
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