Abstract: In the experimental instruction of chemical engineering thermodynamics, we encouraged students to carry out exploratory and practical learning through advanced, thought-provoking exercises. Taking the measurement of the second Virial coefficient of CO₂ as an example, we advocated students to think and devise the methods for calculating higher-order Virial coefficients independently, guiding them to analyze and compare problem-solving strategies and methods used by scholars both domestically and internationally. Students are then coached to conduct bidirectional tests to validate the accuracy of their experimental data, the rationality of their constructed methods, as well as the effectiveness of their results. Furthermore, they are led to trace the evolution of data processing methodologies related to Virial coefficient experiments, enabling them to precisely identify and critically assess their own methodologies. By enhancing the design and integrative aspects of our experimental teaching projects, we explore ways to elevate the sophistication of experimental courses, thereby meeting and actualizing the “High Order, Innovative, and Challenging” standards.

Key words: High order, innovative, and challenging, Chemical engineering thermodynamics, Experimental teaching, Advanced teaching, Teaching practice