applications - and analogies Kinetic Classroom: Acid-Base and Redox Demonstrations with Student Movement Joseph F. Lomax U.S. Naval Academy Annapolis, MD 21402 Anv activitv far enough bevond our understandine is indisti&uisha6le from mUagic.'- his is true with a vengeance in eeneral chemistrv courses. Particularlv. introductorv s t u h t s often categirize the concepts of change and transformation as magic, and this proves to be a stumbling block. When being introduced to these concepts they need a qualitative understanding of dynamic processes, a kinetic analogy to work from, so they will not assume that chemistry magically moves compounds between two, not necessarily related, static structures. As with any topic from history to high energy physics, the study of static phenomena such as structure, composition, and properties are compelling, challenging, and critically fundamental. However, it is the concepts of transformation and change that prove mystifying to students. Even though we find this a challenee. we also find ouuortunitv because these conceots also movement, &d this kovement lends itseli to livelv kinetic classroom demonstrations that surout student" interest. The word 'kinetic' comes from
