The awarding of the 2024 Nobel Prize in Chemistry marks a breakthrough contribution of artificial intelligence technology in solving a major challenge in biology,predicting protein structures and designing proteins from scratch.The honor not only highlights the crucial role of artificial intelligence in scientific research,particularly its profound impact in biomedical applications,but also marks the beginning of a new era in biotechnology research.This article aims to introduce artificial intelligence software models for protein structure prediction and provide detailed examples of their application in biomedical fields.It ultimately explores the support they provide to scientific research.

Currently,exploring cutting-edge hot topics,incorporating more historical materials in chemistry,and integrating ideological and political elements have become significant measures for reconstructing teaching content.However,there are relatively few reports on reconstructing teaching content by sorting out the internal relationships of the existing teaching content.This paper starts from the premise of simplifying teaching content and refining key knowledge points.By leveraging the inherent logical relationships among the teaching contents related to these knowledge points,it constructs these elements into coherent and easily comprehensible teaching segments,thereby achieving the reconstruction of teaching content.Taking typical knowledge points such as the hydrolysis of non-metallic halides,the bonding types in iron halides,the reduction products of potassium permanganate,the structures of nitrogen oxides,and the combustion reactions of alkali metals as examples,this paper constructs teaching content and proposes reconstruction strategies,including comparative reconstruction,progressive reconstruction,dependent reconstruction,evolutionary reconstruction,and hypothetical reconstruction.Practical applications have demonstrated that integrating multiple teaching contents through their inherent logical relationships can effectively improve teaching logic,reduce learning difficulties,and enhance students’ learning initiative,interest,and outcomes.This study provides a reference for further exploring the intrinsic connections among teaching contents and effectively achieving their reconstruction.

Improvement suggestions for polymer chemistry textbook compilation are proposed in view of some of the long-standing common problems in domestic textbooks based on achievements from teaching practice covering aspects,such as system reconstruction,error correction,content supplementation,logical optimization,and thinking skills cultivation,specifically including:introducing the disconnection approach into polymer chemistry textbooks and formulating general rules for polymer disconnection,so as to help students to handle problems related to polymer synthesis design and cultivating their reverse thinking skills;classifying polymerization reactions into four major categories as occurring by reactions between functional groups,via opening of double bonds,by opening of rings,and both via opening of double bonds and rings according to the disconnection rules,with the course content being reconstructed based on this classification system,and a knowledge framework diagram being provided;rethinking,re-understanding and re-studying the fundamental questions of the course,revising some of the classical foundational theories and viewpoints in the textbooks,and refining the teaching methods for some content;strengthening the cultivation of students’ thinking abilities including critical,dialectical,and logical thinking.

To address the contradiction between high cognitive demands and low learning efficacy,this study implements a four-dimensional synergistic deep lesson preparation mode,integrating knowledge deconstruction,learning analytics anchoring,instructional design,and value integration,in physical chemistry education.Teaching practice spanning 11 cohorts(2012-2023,N=689) demonstrates that deep preparation significantly enhances academic outcomes during full implementation(2017-2019 cohorts):average scores increase by 12.8%(p<0.001),standard deviation decreases by 42%,and low-score outliers reduce by 76%,with 46% of the 2017 cohort opting for postgraduate studies in physical chemistry.The 2018 cohort achieves a peak average score of 84.91(95% CI:83.9~85.9),exhibiting a leptokurtic distribution.The mode’s innovation repositions the core of pedagogical reform onto systematic,evidence-informed preparation,leveraging data-driven design and blended instructional techniques to scaffold the transition from abstract knowledge to applied engineering competence.

Guided by the OBE concept,this study integrates a blended teaching approach with task-driven instruction to develop a trinity teaching model of“OBE+Blended+Task-driven”in the course of Fine Chemicals Chemistry.By clearly defining learning outcome objectives,optimizing instructional design,and establishing a diversified evaluation system,the mode effectively aligns course goals with students’ actual learning outcomes.Drawing on practical case studies,this paper analyzes the implementation effectiveness of task-driven teaching and proposes corresponding optimization strategies,thereby offering an actionable pathway for curriculum reform in Fine Chemicals Chemistry and providing valuable reference for the development and innovation of similar courses in application-oriented undergraduate institutions.

Against the backdrop of the Ministry of Education’s strict requirements for laboratory safety management in colleges and universities and the implementation of comprehensive enrollment,the College of Chemistry at Nankai University has established a compulsory course on chemical laboratory safety for all freshmen majoring in chemistry-related fields.This article introduces the current situation of the course,including its background,objectives,teaching content,assessment and evaluation methods.Based on the concept of“all-staff,whole-process,and comprehensive education”,the course proposes innovative strategies.A diverse teaching team is constructed to achieve education by all staff,the teaching process design is optimized to achieve education throughout the whole process,educational resources are integrated and the teaching process is connected to achieve education in all aspects.A compulsory course on chemical laboratory safety has been established,which is aimed at all freshmen majoring in chemistry-related fields,has a complete knowledge system,and provides effective practical guidance.This course serves as a practical example that can be used for reference in chemical laboratory safety education in colleges and universities.

Polymer melts are typical non-Newtonian fluids.When measuring the rheological properties of polymer melts using capillary rheometers,the shear rate of the fluid is often corrected for non-Newtonian behavior using the non-Newtonian index value.However,the traditional method for calculating the non-Newtonian index that has raised doubts among students.This paper introducesa new method for calculating the non-Newtonian index in detail and compares the results obtained using both the traditional and the new methods based on experimental data.The results show that the non-Newtonian indices derived from both methods are entirely consistent.Therefore,adopting the new calculation method not only simplifies the determination of the non-Newtonian index but also resolves students’ doubts about the traditional approach.

In traditional experimental teaching,the experimental results are predictable,and the knowledge gained remains disconnected from practical applications.These issues ultimately result in a lack of student motivation.The teaching team for the Basic Physical Chemistry Experiments course has systematically identified relevant issues within the classic experiments and used them as new teaching opportunities to enhance knowledge extension and application.This includes guiding students to participate in experimental safety risk assessments,applying structural chemistry knowledge to evaluate reagent properties,and assisting in the maintenance and troubleshooting of experimental instruments.By integrating real-world experimental problems into the learning context,students genuinely appreciate the practical value of acquired knowledge,enhance their ability to transfer and comprehensively apply this knowledge,and effectively increase their initiative in learning and interest in exploration.

It is mentioned in the electromotive force experiment of the physical chemistry that the anion and cation transference number values of KCl aqueous solution are close to each other,but the method of determination is unknown.This experiment is designed to use the Hittorf’s method experimental setup,which is available in most physical chemistry laboratories in China,and is simple and easy to perform without environmental pollution.However,if only KCl solution were used,there would be an environmental and safety problem that Cl^- would be oxidized in the anode area and toxic Cl₂ would give off.This innovative experiment addresses on the above issues and proposes an upgraded two-compartment Hittorf apparatus,which is based on the essential characteristic of electron loss at the electrolyte/electrode interface during electrochemical oxidation.Besides the KCl solution,the KOH solution is connected in series via a salt bridge in the anodic region,where KOH contacts the power supply’s positive electrode.Thereby the anodic reaction is transformed into that the OH^- anions lose electron at the electrolyte/electrode interface to give off O₂.Moreover,the concentration change of the Cl^- in the cathodic region is obtained by precipitation titration(the Mohr’s method),which is related to the basic knowledge of solubility product of insoluble salts in physical chemistry.Then the transference number values of the Cl^-,K⁺ are calculated to be 0.500 and 0.500,respectively,and verified to be close to each other.This experiment not only upgrades the experiment of Hittorf’s method for determining transference number,but also provides an in-depth understanding of the principle of saturated KCl solution as a working solution for both salt bridge and saturated calomel reference electrodes,together with broadening the application scenario of salt bridge.It also triggers students’ interest in designing experiments by applying the knowledge points of standard electrode potential,solubility product,and precipitation titration.Thus,it helps to improve the experimental teaching level of physical chemistry in terms of both breadth and depth.

As a cutting-edge multifunctional material,luminescent metal-organic frameworks(LMOFs) possess remarkable advantages in the field of pollutant sensing.This experimental design integrates LMOF-based fluorescent sensing technology into undergraduate experimental teaching.Through a practical chain of“material preparation → fluorescence analysis technology → environmental pollutant detection → on-site application”,it enables intuitive,rapid,and non-destructive imaging detection of p-nitroaniline(p-NA) as well as 2,6-dichloro-p-nitroaniline(DCN).Integrating knowledge from analytical chemistry,materials chemistry,and environmental chemistry,this design is targeted at senior undergraduate and graduate students majoring in applied chemistry,materials engineering,and environmental engineering,and is also compatible with innovative training programs.Teaching practice shows that this experiment significantly enhances students’ research literacy,instrument operation skills,and ability to solve complex problems,making it suitable for experimental teaching in colleges and universities.

Against the backdrop of the deepening reform of vocational education,this study takes Analytical Chemistry in higher vocational education as the carrier to explore the modular teaching integrating“positions,courses,competitions and certificates”.In line with the job requirements of food inspection and other positions,the course has been restructured into six major modules including error analysis,integrating professional certificate standards and competition projects.The PAD classroom and the dual-element mode of school and enterprise were adopted to carry out experiments in 3 classes(2 experimental groups and 1 control group).The data show that the theoretical average score of the experimental group was 85.6±3.2,the practical average score was 88.4±2.8,and the excellent and good rate of professional quality was 92.5%,all of which were significantly higher than those of the control group(72.3±4.1,75.6±3.5,67.5%,p<0.01).The acquisition rate of intermediate certificates for chemical inspectors in the experimental group was 98.7%,which was much higher than 70.0% in the control group.Research shows that this teaching mode can enhance students’ professional abilities and career competitiveness,and provide practical references for the reform of vocational education curriculum.

In the digital and intelligent era,generative AI(especially the integration of Large Language Models/LLMs and Retrieval-Augmented Generation/RAG) leverages its capabilities in dynamic knowledge generation and personalized interaction to provide a new solution for the curriculum development of Principles of Composite Materials,making it more adaptable to the needs of project-based teaching.The curriculum constructs a three-stage pathway of“collaborative integration-hybrid optimization-physical practice”through AI technology:Utilizing LLMs to build an RAG-enhanced intelligent resource platform covering“knowledge-competence-value”,so as to realize resource reconstruction and ubiquitous learning;Designing a BLIE(Blended,Layered,Interactive,Evolutionary) segmented teaching process,where LLMs generate personalized tasks,RAG extracts industry cases,and AI-based analysis is integrated to improve students’ competencies;Conducting full-participation,whole-process,and comprehensive physical project teaching.With LLMs supporting project topic selection and AI-enabled evaluation optimizing feedback mechanisms,a systematic“topic selection-design-iteration”cycle is formed.Empirical results show that 70% of students have won awards in provincial competitions,50% of graduates have engaged in frontline work in the materials industry,and the curriculum has been recognized as a“Provincial First-Class Curriculum”and a“Demonstration Curriculum for Ideological and Political Education in Courses”.It provides a replicable mode for the digital and intelligent reform of engineering curricula.

Under the background of the digital intelligence era,in response to the connotation requirements of new engineering construction and engineering education accreditation,AI-empowered reshaping of practical education is an important way to enhance the practical and innovative abilities of undergraduate talents.Taking the intelligent monitoring and identification,intelligent compliance treatment and intelligent predictive management of light chemical waste and new pollutants as the main line,an integrated practical curriculum system of“AI+environment”has been established.For the“basic,professional,comprehensive,innovative”four practical levels,through the three dimensions of AI reshaping content,AI upgrading mode,and AI achievement evaluation,a new practical teaching ecosystem of multi-level and multi-dimensional AI progressive and deep integration has been constructed.The integrated evaluation mode of“teacher+AI+student”for multiple intelligences has been refined.Meanwhile,other problems that need to be urgently addressed in AI-empowered practical education have been proposed,including the urgent need to improve the educational level of practical teaching teams and the need to strengthen the“intelligent upgrade”of existing practical platforms.It might provide an effective reference for the AI-empowered upgrading and construction of new engineering disciplines in environmental-related majors.

To enhance the practical teaching quality in pharmaceutical education,this study integrates frontier research on photocatalysis into science-education synergy by designing an open-ended innovative experiment:The Green Chemical Synthesis of a Critical Intermediate for Delamanid Anti-Tuberculosis Drug.This experiment aligns with the specialized features of organic chemistry in pharmaceutical discipline,providing comprehensive research training that spans the entire process,including photocatalysis-driven pharmaceutical synthesis,reaction condition optimization,product isolation and purification,and structural verification via spectroscopic techniques.By integrating theoretical knowledge with practical application and introducing cutting-edge green synthesis technology,the experiment not only significantly increases students’ motivation and autonomy but markedly strengthens fundamental laboratory skills.Furthermore,it guides students to cultivate green and sustainable synthesis philosophies while fostering critical thinking,inventive spirit,and scientific research literacy.

Artificial intelligence,especially machine learning,is opening up new possibilities for traditional chemistry experiments.Developing machine learning based research-type experiments is of great significance for cultivating students’ digital literacy and innovative capabilities.Herein,we report a digitized upgrade of a previous experiment on single metal ion detection.The modified experiment encompasses the simultaneous detection of Co²⁺ and Cu²⁺ ions via three-channel spectroscopic technique and the application of machine learning.Both random forest and multi-layer perceptron prediction models were established,which achieved efficient identification and accurate quantification of single and binary metal ions.Satisfactory results were achieved in real lake water analysis.The established research-type experiment not only provides a new approach for multicomponents analysis in complex samples,but also serves as a robust example for the digital-intelligent reform of experimental teaching.The experiment has been successfully implemented in teaching practice with positive educational outcomes.

Hydrogen bonding is widespread in nature and is the foundation of the unique properties of substances such as water and ice.This paper focuses on comprehensive reform in the teaching of hydrogen bonding by integrating knowledge systems from structural chemistry and physical chemistry.It systematically introduces the characteristics of hydrogen bonds in water and ice,and,starting from the reconstruction of microscopic hydrogen-bond networks,provides an in-depth analysis of the water-ice phase transition process and its thermodynamic stability as depicted in phase diagrams.The paper emphasizes the differences between the stable states shown in phase diagrams and the actual kinetic pathways of phase transitions.By integrating content from both structural and physical chemistry and incorporating molecular dynamics simulations into the teaching process,it visually demonstrates the full evolution of molecular arrangement from disorder to order during the freezing of water.The paper also highlights recent achievements by Chinese scientists in the study of water and ice,particularly breakthroughs in scanning probe microscopy techniques.Through multidimensional instructional design,the approach aims to enhance students’ thinking skills,research capabilities,and creativity,thereby achieving effective integration of structural and physical chemistry.

Aiming at the pain points of scattered chemical history and intellectualized ideological concepts in“History of Chemical Thought and Methods”,based on the basic concepts of restoration,construction and migration,the course construction reconstructs the course content and explores the basic teaching modes and strategies that promote students’ ideological construction and the development of innovative abilities based on the“three-line and four-stage teaching mode”.