This paper presents the structured integration of a computational chemistry module into the Chemistry “101 Plan” experimental curriculum, aimed at enhancing undergraduate competence in chemical measurement. The module comprises twelve experimental projects, covering molecular systems, periodic structures, and molecular dynamics simulations. A progressive pedagogy is employed, guiding students from fundamental structure optimizations to advanced simulations such as reaction pathway analysis, materials property predictions, and biomolecular interactions. The module fosters interdisciplinary connections with spectroscopy and physical chemistry experiments, promoting theory-practice integration. Overall, this initiative provides a scalable framework to cultivate students’ research proficiency and innovation in computational science within experimental chemistry education.

Aligned with the “101 Plan” teaching reform objectives for chemical measurement experiments, an innovative instrumental analysis experiment utilizing electrochemical in situRaman spectroscopy was designed and developed. Based on the green ammonia synthesis from electrocatalytic nitrate reduction, this study aims to track the real-time dynamic evolution of active sites and key intermediates on the catalyst surface through the advanced in situ Raman spectroscopy technology, to accurately identify the true catalytic active sites and infer the possible reaction pathways. This experiment has established a comprehensive experimental teaching system that integrates “reaction-characterization-mechanism”, focusing on helping students master knowledge, enhance abilities, and cultivate comprehensive qualities. This experiment fully demonstrates frontier science’s reliance and need for advanced characterization techniques, filling the gap in the interdisciplinary course of “in situ characterization-electrocatalytic reaction”. It can serve as a typical example of experimental teaching reform in new engineering disciplines under the “double helix of scientific research and teaching” model.

In response to the requirements of the Ministry of Education’s “101 Plan” for cultivating top-tier talents in chemistry, this study focuses on the deep integration of organic chemistry and biology, exploring innovative practices in curriculum teaching. We propose incorporating interdisciplinary knowledge merging chemistry and biology into the basic organic chemistry course. By introducing prebiotic chemical reactions, general acid-base catalysis, redox reactions in bioorganic systems, as well as biomimetic and artificial enzyme catalysis from the perspectives of organic reaction mechanisms and molecular principles, this approach elucidates the dialectical unity between enzymatic mechanisms and synthetic chemistry principles. The curriculum design integrating chemical-biological knowledge not only enhances students’ understanding of the essence of organic reactions but also cultivates interdisciplinary thinking and innovative abilities, providing a reference for reforming chemistry education in the new era.

The scope of organometallic chemistry is broad and diverse, which makes it challenging to select appropriate content within the limited class hours to teach the students of the top-notch program in chemistry. This paper advocates a “less is more” approach, guided by the principles of fundamentality, connectivity, and representativeness. We recommend focusing on the structural features of metal complexes, the elementary steps, and five representative transition-metal-catalyzed reactions. Such a design will help students build essential knowledge, develop transferable problem-solving skills, and lay a foundation for advanced learning and research training.

This article examines the case study of "Buffer System and Regulatory Mechanisms in the Human Body" from the "General Chemistry" textbook in the Chemistry "101 Plan" to explore the methodology and techniques for developing textbook case studies. Key considerations in case writing include ensuring the relevance between case content and core knowledge points, integrating interdisciplinary knowledge with ideological and political elements, and establishing a logical framework for case content. Additionally, the article highlights the potential applications of textbook cases in subject teaching, science popularization, and smart courses, offering valuable insights for teaching practice.

Based on research and teaching outcomes, we developed an experiment for preparing carbon-supported platinum nano-catalysts via liquid-phase chemical reduction, followed by experiments to characterize their structure and evaluate their electrocatalytic performance in methanol oxidation. This case has been selected as a representative teaching example for the synthetic chemistry laboratory course under the “101 Plan”. Following expert review and revision, it has been included in the textbook Synthetic Chemistry Experiment and will be published by Higher Education Press. This integrated “synthesis-characterization-testing” experimental workflow helps cultivate students’ practical skills and scientific research competence.

Aligned with the talent development objectives of the Chemistry “101 Plan”, this study employs carbene intermediates as a conceptual bridge to incorporate advanced single-atom skeletal editing research into organic chemistry pedagogy. Through a three-phase instructional model encompassing “theoretical fundamentals, literature analysis, and innovative design”, students are guided to apply foundational carbene chemistry principles to examine the mechanisms of single-atom skeletal editing in indole molecules. This teaching paradigm demonstrates a replicable approach for integrating core knowledge with frontier research, contributing to the ongoing reform of organic chemistry curricula.

In response to the demands of emerging engineering education and the “101 Plan”, this study addresses the challenges of knowledge fragmentation and application disconnection in elemental chemistry instruction. Using chromium and its compounds as a case study, we implemented pedagogical reforms grounded in OBE principles. Through knowledge mapping for learning diagnostics and content restructuring, we incorporated engineering ethics and science-technology-for-national-strength elements. The innovative BPOPPS teaching model was developed with a “valence-state-property-application” framework and an underlying “environment-versus-technology” dialectical approach, guiding students to construct a “pH-electrode potential-species” model. Teaching practice demonstrated significant outcomes: a 25% improvement in core knowledge mastery, 100% completion rate for group project designs, and 90% of students developing ethical awareness regarding trivalent chromium substitution processes. This approach effectively enhanced higher-order thinking and knowledge-application integration, offering a replicable paradigm for elemental chemistry instruction.

The preparation of ammonium ferrous sulfate represents a classic experiment in inorganic chemistry education. Conventional methodologies for this experiment are limited to basic crystal preparation and characterization, resulting in overly simplistic and pedagogically static content. Aligned with the innovative objectives of the Chemistry “101 Plan”, this study introduces an enhanced experimental design that incorporates advanced crystal morphology control techniques while employing smartphone-based AI imaging for real-time morphological observation. This pedagogical innovation significantly enriches the experiment’s educational value by: (1) expanding students’ exposure to cutting-edge developments in inorganic materials science; (2) cultivating essential research competencies through hands-on investigation; (3) fostering an appreciation for the aesthetic dimensions of chemical phenomena. The redesigned experiment establishes a robust foundation for training highly competent, research-oriented chemistry professionals with both technical proficiency and scientific creativity.

Traditional genetics, based on the central dogma, has established the fundamental framework of protein function. However, numerous complex regulatory processes in living systems cannot be fully explained by genetic sequences alone, as the central dogma has limitations in elucidating their underlying mechanisms. Chemical biology provides a transformative research paradigm by employing small molecules to directly interact with and modulate biomacromolecules, thereby decoding intricate life processes. Using Chapter 14 (“Chemical Regulation of Life Processes”) from the “101 Plan” Chemical Biology textbook as an example, this study proposes an instructional framework structured along a spatial hierarchy from the extracellular to intracellular level (“cell membrane → cytoplasm → nucleus”). Through representative case studies, the framework systematically demonstrates how chemical biology deciphers complex biological processes following the logical progression of “phenomenon → mechanism → translation”. Case analyses and extended discussions enable students to not only consolidate core knowledge but also develop chemical biology thinking that spans target identification, mechanistic investigation, functional modulation, and therapeutic intervention.

Fundamental operation instruction constitutes a vital component of chemical laboratory education. This article delineates the pedagogical explorations and implementations by the Basic Chemistry Experiment Teaching Group at Wuhan University in fundamental operation training. The team has established a five-step closed-loop instructional model that concurrently develops technical skills and critical thinking abilities, thereby transforming the teaching paradigm from “unidirectional delivery” to “cyclical refinement”. This methodological framework serves as a crucial mechanism for ensuring consistent enhancement of instructional outcomes.

Coordination titration, an analytical method based on coordination reactions, holds broad applications and significant importance in analytical chemistry. This paper addresses key teaching challenges such as the quantitative calculation of side reactions and the practical application of titration methods through a redesigned course structure. The instructional content has been systematically restructured and delivered using graphic teaching method to enhance visualization and explanation. Furthermore, problem-based learning (PBL) was integrated to implement “+Problem” teaching activities. Teaching practice in a “Top-Talent Class” demonstrated that this approach yields positive educational outcomes.

Basic chemistry is a core course for cultivating top-tier talent in science and engineering. However, textbook content often lags behind disciplinary advances, limiting its ability to foster scientific thinking, innovation capability, and interdisciplinary perspective. To address this issue, Beihang University has developed a four-dimensional teaching framework encompassing “fundamental theory-technical approaches-problem inquiry-disciplinary applications” within the context of the“101 Plan” and elite talent training system. This framework forms a teaching model that integrates “classics with frontiers” and “theory with case studies”. Following the developmental logic of chemical knowledge, the course incorporates representative cases such as the “evolution of hydrogen bond structures”, guiding students from mastering fundamentals toward exploring scientific frontiers and practical applications. Teaching practice shows that this model effectively enhances students’ classroom engagement and research motivation, strengthens their critical and innovative thinking, and provides valuable insights for reforming undergraduate chemistry education and cultivating innovative talents in science and engineering.

Guided by the talent development mission of the Chemistry “101 Plan”, the teaching of metal-oxygen clusters focuses on the core goals of solidifying foundational knowledge and leading students toward frontier research. We accurately anchor the three major teaching difficulties and design targeted teaching strategies. Adopting case-based teaching as the carrier and with the assistance of the four-stage progressive teaching method, this approach focuses on training students to analyze the relationship between structures and properties, while consolidating their fundamental theoretical knowledge, and it guides them to concentrate on frontier research and expand their academic horizons.

The “Sonogashira Coupling Reaction in Ionic Liquid” experiment has been incorporated into the recently published “Synthetic Chemistry Experiments” textbook as part of the Chemistry “101 Plan” series, specifically within Chapter 4.4 on metal-catalyzed coupling reactions. This experiment employs Pd(PPh₃)₂Cl₂ as the catalyst and commercially available 1-butyl-3-methylimidazolium hexafluorophosphate ionic liquid as the solvent to achieve copper-free cross-coupling between 4-iodotoluene and phenylacetylene, yielding the internal alkyne product with excellent efficiency. The experimental procedure encompasses several fundamental techniques: setup of the basic nitrogen-protected reaction apparatus, precise reagent addition using microliter syringes, reaction monitoring via thin-layer chromatography, product isolation through column chromatography, and rotary evaporation operations. Furthermore, students are required to perform comprehensive reaction analysis by calculating atom economy, reaction mass efficiency, material recovery parameter, and inverse stoichiometric factor based on the obtained yield, with subsequent visualization of these metrics in a pentagonal radar plot. This article supplements the experimental protocol with essential background information, detailed analysis of critical experimental considerations, practical implementation suggestions, and reference solutions for data analysis and discussion questions.

Based on the construction objectives of the synthetic chemistry laboratory course under the Chemistry “101 Plan”, a comprehensive experiment centered on electrochemical synthesis methods, namely the preparation and identification of potassium persulfate, was designed and implemented. The experiment involves preparing the target product through low-temperature electrolysis of a saturated potassium bisulfate solution. It integrates chemical titration and X-ray diffraction (XRD) techniques to form a complete “synthesis-analysis-characterization” workflow. This design enables students to master fundamental principles and practical skills in electrochemical synthesis while understanding the integration of multidisciplinary knowledge, including inorganic synthesis and instrumental analysis. Through calculating current efficiency and analyzing product purity and crystallinity, the experiment effectively cultivates students’ abilities in data processing and critical thinking. This practice-oriented project aligns with the objectives of “101 Plan”, providing strong support for developing high-quality talents with innovation capabilities and scientific research proficiency.

As a key achievement of the teaching reform for the core General Chemistry course in the Chemistry “101 Plan”, the Dynamic Electronic Teaching Materials for General Chemistry complement the General Chemistry textbook, supporting integrated development and collaborative use. Based on a systematic refinement of the core knowledge system of the course, the “101 Plan” General Chemistry Course Group meticulously designed and reviewed the teaching presentations and reference materials for 48 knowledge points across 7 modules. Efforts also included the ongoing development of dynamically updatable exemplary case studies and specialized instructional materials. This has driven a comprehensive upgrade in the teaching content, methods, as well as resource development and sharing for the General Chemistry course, and has been pilotly applicated in colleges and universities across the country.

Inorganic chemistry is one of the core courses in the Chemistry “101 Plan”, and the elemental chemistry is an important part of it. To meet the requirements of talent cultivation in the new era, the course group compiled the textbook Inorganic Chemistry, which covers traditional inorganic basic knowledge and frontier developments. This paper introduces the teaching focus and methods of s-block elements based on this textbook, providing a reference for universities’ chemical majors in organizing element teaching.

This article presents a 45-minute instructional design as a teaching-plan-example within the “101 Plan” organic chemistry curriculum, specifically focusing on named reactions in amine synthesis. The selected reactions, including Gabriel synthesis, Staudinger reaction, and Hofmann rearrangement, are systematically taught through the implementation of the BOPPPS teaching model. Through guided case studies of these representative reactions, students are expected to achieve deep mechanistic understanding and develop strategic thinking in synthetic design, thereby enhancing their ability to apply theoretical knowledge to practical scenarios and facilitating knowledge transfer and integration. Furthermore, this instructional approach cultivates a research-oriented mindset among students, characterized by a systematic problem-solving process: identifying problems, designing solutions, and implementing strategies. By integrating contemporary research findings into the curriculum, it also fosters a sustainable development perspective and stimulates innovative thinking in organic chemistry.

The “L-proline-catalyzed asymmetric Aldol condensation reaction” experiment constitutes a key component of the chiral synthesis module within the Synthetic Chemistry Laboratory Course of the Chemistry “101 Plan”, specifically designed to demonstrate principles of asymmetric catalytic synthesis. This experiment introduces the cutting-edge research area of organocatalytic asymmetric synthesis into undergraduate laboratory education, drawing inspiration from a work reported in 2000 by Benjamin List, who was awarded the 2021 Nobel Prize in Chemistry. This article comprehensively details the experimental design and implementation process. Through carefully structured pedagogy, the experiment enables students to master fundamental knowledge and techniques while fostering an understanding of scientific discovery processes, cultivating investigative skills and innovative thinking, stimulating research interests, and ultimately enhancing the quality of foundational chemistry education.

In current undergraduate laboratory curricula concerning micro-nano characterization, scanning probe microscopy and scanning electron microscopy are predominantly employed, while non-contact optical measurement techniques remain underrepresented. Astigmatic displacement microscopy (ADM) represents an innovative technique based on astigmatism measurement, offering distinct advantages including non-contact operation, extensive scanning range, rapid imaging speed, and axial nanometer-scale resolution. To incorporate this advanced technology into the “101 Plan” chemical metrology experiments, we have independently developed a customized ADM instrument specifically designed for instructional purposes and established a comprehensive experimental teaching protocol. This experiment integrates interdisciplinary knowledge from chemistry, optics, electronics, and micro-nano characterization. Through four modular components—displacement signal calibration, three-dimensional imaging, vibration analysis, and film thickness measurement—the curriculum aims to stimulate students’ critical thinking regarding cutting-edge developments in micro-nano characterization, enhance their understanding of the significance of high-precision characterization technologies in advanced manufacturing, and foster confidence in domestic instrument innovation through hands-on practice, thereby cultivating specialized talent in instrumentation.

The molar heat capacity of ideal gas can be quantitatively calculated using quantum statistical thermodynamics. However, due to difficulty on determining degrees of freedom in liquid state, there is currently no method for directly computing the molar heat capacity of liquids. We noticed that the phase transition from gas to liquid has a limited effect on intramolecular vibrations, but converting the free translational and rotational degrees of freedom of gas molecules into quasi-vibrational degrees of freedom with very low frequency. Therefore, the molar heat capacity of a liquid can be quantitatively correlated with the molar heat capacity of the corresponding gas, calculated on the basis of evolution of quantum degrees of freedom.

This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO₂ Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO₂ conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.

The textbook “Physical Chemistry Tutorial” from the “101 Plan” reshapes the content of physical chemistry courses from the atomic and molecular level, showcasing several distinctive key features: consistently applies a thermodynamic perspective grounded in atomic and molecular principles; systematically constructs the thermodynamics of intermolecular interactions; establishes a new understanding of solution structures and offers fresh insights into activity coefficients; incorporates extensive analysis of scientific history to distill scientific wisdom. Based on students’ feedback after the first round of teaching practice, this textbook helps students grasp the micro-level understanding and application of thermodynamics, playing a positive role in cultivating top-notch innovative talent in the field of chemistry.

From the perspective of chemometrics, this study employs the titration of HCl with NaOH as an example to integrate three teaching modules: plotting titration curves, selecting indicators, and calculating endpoint errors. The designed problem-driven teaching approach follows this sequence: first posing the question of endpoint determination after curve plotting, then examining measurement accuracy concepts and indicator selection principles, and finally computing endpoint errors for different indicators based on proton conservation principles. This methodology aids students in constructing an accuracy-centered analytical chemistry framework while enhancing scientific reasoning skills. Additionally, it serves as a foundational template for instructors to adapt to other titration analysis teaching scenarios.

To address the key challenges in traditional interdisciplinary training for chemistry undergraduates—such as disjointed knowledge integration, theory-practice disconnects, and insufficient innovation translation—the School of Chemistry and Life Sciences at Nanjing University of Posts and Telecommunications has developed a closed-loop cultivation model based on the core curriculum framework of the Chemistry “101 Plan”. Through systematic integration of “basic course optimization + interdisciplinary module embedding”, this model fully meets the core requirements of the Chemistry “101 Plan” in three aspects: core course optimization, research-driven teaching enhancement, and elite talent cultivation. Leveraging a diversified curriculum system, precision-based mentoring, and comprehensive industry-education integration, the model facilitates a natural progression through “knowledge acquisition, practical innovation, and teaching iteration” to strengthen students’ multidimensional innovative capabilities. Implementation results demonstrate significant outcomes: substantial increases in undergraduate research participation rates, exceptional academic outputs and competition achievements, pronounced teaching feedback effects, and marked improvements in graduate career readiness. This model provides a replicable interdisciplinary education paradigm for regional universities to implement the Chemistry “101 Plan” while leveraging their distinctive strengths.

Synthetic chemistry experiment is one of the 12 core courses of the Chemistry“101 Plan” of the Ministry of Education. It is an innovative laboratory course covering the synthesis and characterization of organic, inorganic, polymeric, supramolecular substances and new materials. The construction of a core faculty team compatible with the course is an important task. This paper introduces the improvement during the construction of the synthetic chemistry laboratory course including the establishment of mechanisms, classroom observation practices, and feedback and communications. It aims to promote the exchange and mutual learning of teaching practices among instructors and to enhance the teaching quality of synthetic chemistry laboratory course.

This paper systematically elaborates on the design philosophy, core framework, implementation strategies, achievements, and future prospects of the polymer physics experiment module within the chemical experimentation system of the Chemistry “101 Plan”. Centered around the “structure-property-application” logical framework, the module comprises 33 experimental projects covering four major categories: polymer structure characterization, aggregation state regulation, functional property evaluation, and material performance testing. These projects form a tiered teaching system that progresses from basic skill training to comprehensive innovative practice. The experimental design deeply integrates theory with practice, traditional methods with modern techniques, and interdisciplinary knowledge with engineering applications. Through a teaching model that incorporates modular organization, tiered instruction, project-based learning, and digital assistance, the module effectively enhances students’ experimental skills, data analysis capabilities, and innovative thinking. The development of this module enriches the content of chemical measurement experiments, strengthens the intrinsic connection between polymer science and chemical metrology, and provides solid support for cultivating interdisciplinary chemistry talents who are well-equipped to meet the demands of the new era. It holds significant importance for advancing the experimental teaching reform under the Chemistry “101 Plan”.

This teaching case systematically examines the structure-property relationship of Nd₂Fe₁₄B by elucidating the interplay between its chemical composition, electronic structure, and outstanding magnetic performance. It deeply integrates fundamental principles such as atomic structure and chemical bonding with macroscopic material properties, thereby facilitating a pedagogical shift from descriptive chemistry toward a principle- and function-oriented instructional paradigm. Concurrently, the case incorporates the real-life story of Academician Wang Zhenxi and his team—their perseverance in overcoming key technological challenges and their dedication to serving national strategic industries—as the central narrative for curriculum-based ideological and political education. This approach naturally integrates educational elements such as national pride, confidence in innovation, and the spirit of scientific inquiry. The teaching design has proven effective in stimulating students’ interest, fostering higher-order thinking and a systems perspective, and provides a valuable reference for cultivating top-tier innovative talents in chemistry. Ultimately, it achieves an organic unity of knowledge impartation, capability development, and value cultivation.

This article is a case of the General Chemistry textbook in the Chemistry “101 Plan”, titled “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”. This teaching case uses two very important and interrelated concepts in chemistry: dipole moment, a measure of molecular polarity, and polarizability, a measure of the degree of electron cloud distortion, as examples to illustrate how chemical research has evolved from qualitative to quantitative approaches, thereby guiding students to develop quantitative thinking. The establishment of quantitative models helps to understand the underlying mechanisms of phenomena, and quantitative research methods have promoted the standardization process of research and the development of repeatable scientific norms.

One of the distinctive features of the core textbook General Chemistry in the Chemistry “101 Plan” is the integration of a series of teaching cases closely related to the content of each chapter. These cases not only serve as an important bridge connecting the abstract principles of the textbook with the actual cognition of students, but also as a key carrier for cultivating scientific thinking and literacy of students. This article discusses the positioning of teaching cases in the core curriculum textbook system, and explores the design and writing ideas of the cases through a brief introduction to Case 1.1 “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”, which is to be included in the next edition of the textbook, providing a reference for writing cases in textbooks.