  The purpose of this paper is to show the magic of physics by showing the
physics of magic. What usually makes magic tricks interesting is that something
unexpected occurs. Similarly, demonstrations are interesting inasmuch as they
produce something unexpected. Since expectations are linked to preconceptions,
a demonstration making use of a flaw in a preconception will result in
something unexpected. Given the numerous misconceptions in physics, many
demonstrations can be dressed up as magic tricks. The first objective of this
paper is to share with other physics teachers the excitement of creating and
using magical classroom demonstrations. The second objective is to provide
interested instructors with practical means to convert a classical
demonstration into a magic trick. To illustrate the procedure, two classical
demonstrations will be re-presented as the magic tricks we have presented in
our courses. The final goal is to use current ideas in educational psychology
to explain why using magic has worked so well in our courses in providing
students with a new impetus to learn physics. This description is not meant to
be formal, but proposes a theoretical model that fits our classroom
observations.
