Promoting the Transformation of Li<sub>2</sub>S<sub>2</sub> to Li<sub>2</sub>S: Significantly Increasing Utilization of Active Materials for High‐Sulfur‐Loading Li–S Batteries
Why this work is in the frame
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Bibliographic record
Abstract
Abstract Lithium–sulfur (Li–S) batteries with high sulfur loading are urgently required in order to take advantage of their high theoretical energy density. Ether‐based Li–S batteries involve sophisticated multistep solid–liquid–solid–solid electrochemical reaction mechanisms. Recently, studies on Li–S batteries have widely focused on the initial solid (sulfur)–liquid (soluble polysulfide)–solid (Li 2 S 2 ) conversion reactions, which contribute to the first 50% of the theoretical capacity of the Li–S batteries. Nonetheless, the sluggish kinetics of the solid–solid conversion from solid‐state intermediate product Li 2 S 2 to the final discharge product Li 2 S (corresponding to the last 50% of the theoretical capacity) leads to the premature end of discharge, resulting in low discharge capacity output and low sulfur utilization. To tackle the aforementioned issue, a catalyst of amorphous cobalt sulfide (CoS 3 ) is proposed to decrease the dissociation energy of Li 2 S 2 and propel the electrochemical transformation of Li 2 S 2 to Li 2 S. The CoS 3 catalyst plays a critical role in improving the sulfur utilization, especially in high‐loading sulfur cathodes (3–10 mg cm −2 ). Accordingly, the Li 2 S/Li 2 S 2 ratio in the discharge products increased to 5.60/1 from 1/1.63 with CoS 3 catalyst, resulting in a sulfur utilization increase of 20% (335 mAh g −1 ) compared to the counterpart sulfur electrode without CoS 3 .
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it