Abstract: This study aims to enhance students’ comprehensive abilities through innovative teaching design for confirmatory physical chemistry experiments. We established an inquiry-based teaching model following the sequence of “theoretical foundation → experimental verification → theoretical feedback”, while integrating research training throughout all experimental phases. Using the “determination of liquid-phase reaction equilibrium constant” experiment as an example, we implemented several methodological improvements: employing HNO₃ solution instead of water as the solvent for preparing initial Fe(NO₃)₃ and KSCN solutions, and adopting the “half-amount method” for preparing Fe(NO₃)₃ reaction solutions. The experimental design systematically investigated the effects of ionic strength, reactant concentration, [H⁺] concentration, and temperature on equilibrium constants, thereby expanding both the depth and breadth of the experimental content. This enhanced approach significantly increased the experiment’s challenge level and comprehensiveness. Within limited classroom hours, it effectively fostered students’ scientific thinking and innovation capabilities while strengthening their communication and teamwork skills, thereby laying a solid foundation for their overall quality improvement and comprehensive development.

Key words: Ionic strength, Half-amount method, Equilibrium constant, Innovative talent cultivation