As a fundamental course for science and engineering majors in universities, Physical Chemistry has the core mission of imparting systematic professional knowledge and scientific thinking. On this basis, how to organically integrate ideological and political education into the curriculum is a crucial issue that needs to be addressed in course construction. Based on literature analysis, expert interviews, and structured questionnaires, this paper investigates the learning status of some undergraduates in the physical chemistry course.Using a five-point Likert scale, 125 valid samples were analyzed, covering dimensions such as student backgrounds, knowledge mastery, learning adaptability, outcome evaluation, and improvement suggestions. Statistical results reveal multidimensional differences in terms of gender, institutional level, subject selection background, and family education (P < 0.05). Meanwhile, a significant positive correlation was observed between students' knowledge mastery and their ideological-political identification (F=2.685-4.176, P < 0.05). This paper provides empirical evidence for ideological and political construction in science and engineering courses from five aspects: clarifying educational objectives, broadening educational scope, strengthening teaching teams, identifying educational perspectives, and achieving targeted education. It also offers practical references for exploring synergistic paths between professional teaching and value guidance.