Hidden in a quaint old neighborhood is a quirky elementary school.Lu Guo,who had just graduated from primary school,walked into the"mysterious research institute"disguised as a convenience store at the school gate,and unexpectedly turned back into a first-year freshman.Now he is the best student in the class,and when his classmates have difficulties,they always ask Lu Guo for help.He can always easily resolve disputes.
Amidst the ever-growing interest in high-mass-loading Li battery electrodes,a persistent challenge has been the insufficient continuity of their ion/electron conduction pathways.Here,we propose cellulose elementary fibrils(CEFs)as a class of deagglomerated binder for high-mass-loading electrodes.Derived from natural wood,CEF represents the most fundamental unit of cellulose with nanoscale diameter.The preparation of the CEFs involves the modulation of intermolecular hydrogen bonding by the treatment with a proton acceptor and a hydrotropic agent.This elementary deagglomeration of the cellulose fibers increases surface area and anionic charge density,thus promoting uniform dispersion with carbon conductive additives and suppressing interfacial side reactions at electrodes.Consequently,a homogeneous redox reaction is achieved throughout the electrodes.The resulting CEF-based cathode(overlithiated layered oxide(OLO)is chosen as a benchmark electrode active material)exhibits a high areal-mass-loading(50 mg cm^(-2),equivalent to an areal capacity of 12.5 mAh cm^(-2))and a high specific energy density(445.4 Wh kg–1)of a cell,which far exceeds those of previously reported OLO cathodes.This study highlights the viability of the deagglomerated binder in enabling sustainable high-mass-loading electrodes that are difficult to achieve with conventional synthetic polymer binders.
With the rapid development of Teaching Chinese as a Foreign Language(TCFL),improving teaching quality requires integrating advanced pedagogical concepts.Multimodal teaching,which employs various symbolic modes to engage students’multiple senses,is a highly effective approach.Introducing multimodal theory into TCFL education can enhance teaching efficiency and improve students’communication skills.This paper applies multimodal theory to TCFL,using the elementary Chinese comprehensive course“My Family”as a case study to propose a detailed teaching design,followed by evaluation and reflection.The aim of this teaching design is to deepen the understanding of multimodal theory and provide additional reference for the TCFL.
