| There is a prevalent pain point in the current physical chemistry experiment of “combustion heat determination”, that is, “place considerable value on operation, make light of concept, and lack of thinking”. This study aims to transform the teaching objective of this experiment from single skill training to systematically scientific literacy. The reform follows a triple progressive logic of “concept→data→application”. Firstly, it strengthens the discrimination of thermodynamic concept and the conversion relationship between ΔcU (constant-volume combustion energy, experimentally measured) and ΔcHm? (standard molar combustion enthalpy) (ΔcH?= ΔcU + ΔngRT). Secondly, it introduces strict scientific data norms, adopting a “intra-group repetition + inter-group data aggregation” strategy to achieve at least six parallel determinations, and carries out statistical error analysis (mean, standard deviation, relative standard deviation). Finally, it guides students to use their self-measured ΔcU data (converted to ΔcHm?) to calculate the standard molar enthalpy of formation (ΔcHm?) of a substance via Hess’s law. Teaching practice shows that this reconstruction scheme effectively supports students to match thermodynamic theories, master the scientific data processing workflow, and personally experience the complete research process “from raw measurement to the creation of fundamental thermal data”. This paper provides a concrete and generalizable design paradigm for “research-oriented teaching” in basic experimental courses, which promotes the organic integration of knowledge, ability, and literacy, achieves the implicit infiltration of curriculum ideology and politics, and offers an effective reference for reorienting the experimental teaching value of undergraduate. |
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