! Denver, CO! Demystifying Computing with Magic, continued
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1 ! Denver, CO! Demystifying Computing with Magic, continued
2 Special Session Overview Motivation The 7 magic tricks ú Real-Time 4x4 Magic Square ú Left/Right Game ú The Tricky Dice ú The Numbers Game ú Find the Card ú Guess Your Age ú Guess Your Birthday Day of Week Reflection Other References YOU contribute your tricks Demystifying Computing with Magic, continued 2/42
3 Demystifying Computing with Magic, continued 3/42
4 Demystifying Computing with Magic, continued 4/42
5 Magic can Motivate, Illustrate, Elaborate Computing notions ú Discrete math terms: e.g., permutations, ú Problem representation: e.g., binary digits ú Algorithmic patterns: e.g., sorting ú General notions: e.g., symmetry Problem solving ú Problem decomposition ú Simplification, Generalization ú Backward reasoning ú Analogy (transfer) ú Problem representation Demystifying Computing with Magic, continued 5/42
6 Real-Time 4x4 Magic Square Volunteer is asked for a number N from You create a magic square, where the sum of each row, column and diagonal is N Source: All add to N N N N Demystifying Computing with Magic, continued N N N N N N 6/42
7 How it Works; What Students Learn Mechanics ú Make-Magic-Square(N) ú Have a grid with the value already written faintly (or memorize it) What they learn ú Value of lookup table ú Correctness proof ú Decomposition ú Algebraic representation ú Value of randomness 8 rotations-and-flips N N N-18 4 N N N N N N N N N N N Demystifying Computing with Magic, continued 7/42
8 A line of 2N integer cards Two players, alternating turns Each player, on her turn, takes a card from one of the line ends (left or right) The winner is the player whose sum of N cards is larger
9 A volunteer from the audience arranges the line of 2n cards as she wishes The magician looks at the line for a few seconds; then turns his back to the cards The player plays against the magician, while the magician does not see the line of cards The magician is the 1 st player, never loses
10 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Take the larger end But, maybe the larger end yields a good move for the opponent?
11 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Take the card from the end with the better delta But, is it sufficient to look locally?
12 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Identify the locations of the larger cards, and try to get these cards But, how to guarantee getting them?
13 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Apply dynamic programming - solve the game for: all pairs, all triples, all quadruples
14 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Not simple to program Requires O(N²) time, O(N) space (or even O(N²) space, if not experienced)
15 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! Employ divergent thinking / creativity The game involves selection from alternative locations; so maybe look, for a moment, only on locations and not on values
16 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! The leftmost card is initially in an odd location and the rightmost card in an even location If the leftmost card is removed, then the two ends will be initially-even locations (2 nd, 12 th )
17 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 3! If the leftmost card is removed, then the two ends will be initially-even location (2 nd, 12 th ) If the rightmost card is removed, then the two ends will be initially-odd location (1 st, 11 th )
18 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 6! After I remove the card from the 1 st location, both ends will be the 2 nd and 12 th locations; after my opponent will remove a card, there will again be an end of an initially-odd location; I may remove it, and again leave ends of initially-even locations
19 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 6! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 6! 3! 9! 8! 4! 7! 5! 1! 2! 9! 6! 8! 4! 7! 5! 1! 2! 9! 6! 9!
20 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 6! Following the above, I may play as follows: after each of my turns, both ends will be initially-even locations, or: after each of my turns both ends will be initially-odd locations
21 5! 9! 8! 4! 7! 5! 1! 2! 9! 6! 3! 6! Sum separately the values in the even locations (here 32) and the values in the odd locations (here 33). Then, start with the end of the higher sum, and just imitate the opponent s moves
22 Greedy algorithms (be careful ) Dynamic programming Invariance Values vs locations (addresses) Divergent thinking
23 The Tricky Dice Participant puts dice in a glass ú Magician guesses the numbers on the bottom Source: Math Magic 1 and 4 Demystifying Computing with Magic, continued 23/42
24 How it Works; What Students Learn Mechanics ú Opposite die sides sum to 7 ú Answer is (7-die 1, 7-die 2 ) Mirror Students Learn ú Good design (in how the pips on a die are chosen) ú Simple algorithm ú Complements Demystifying Computing with Magic, continued 24/42
25 The Numbers Game Participant calls out 10 numbers ú Magician writes numbers on paper, turns them over ú Participant picks random one, magician guesses number Source: CS4FN 49, 124, 5, 6, 8, 19, 233, 69, 1, Demystifying Computing with Magic, continued 25/42
26 How it Works; What Students Learn Mechanics ú Write 1 st number on all cards. ú You never promised anything more than that! Students Learn ú HCI design principle You developed a mental model That wasn t how things worked It s important to make the critical parts of the internal system visible to the user so they see what state it s in. 49, 124, 5, 6, 8, 19, 233, 69, 1, 99 49! 49! 49! 49! 49! 49! 49! 49! 49! 49! Demystifying Computing with Magic, continued 26/42
27 A volunteer from the audience arranges the cards 1..N in some permutation Magician-1 looks at the line for a few seconds; leaves it as is, or swaps two cards Magician-2 enters the room, and the audience calls out any of the integer 1..N Magician-2 finds the called integer in at most N/2 attempts
28 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! Each value is in the range of the card locations; look at values as pointers (?) 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10!
29 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! Each card points-at exactly one other card, and is pointed-by one other card
30 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! Each card is in exactly one cycle; the card in the i th location is in a cycle with the card whose value is i, which is it s predecessor in the cycle
31 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! Thus, we may reach the card with value i, by following the pointers starting from the i th card; the amount of work will be the length of the cycle that we follow
32 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! There may be at most one cycle of length larger than N/2; if such a cycle exists, then we may break it into two cycles, by swapping two of its pointers
33 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 9! 8! 4! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! Swap the cycle s middle with its start 9! 4! 8! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10!
34 9! 4! 8! 7! 5! 1! 2! 10! 6! 3! 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! So, if there is a cycle of length larger than N/2, break it after at most N/2 hops into two smaller cycles; each of the cycles will not exceed the length of N/2
35 Values as locations (pointers) Cycles of values in a permutation A cycle may be broken into two cycles by swapping the locations of two of its pointers Divergent thinking
36 Guess Your Age Volunteer is handed several cards with random numbers written on them ú Returns the cards with age listed on them Magician glances and says the person s age Source: Math Magic A B C D A, B, D Demystifying Computing with Magic, continued 36/42
37 How it Works; What Students Learn Mechanics ú Every card is a column in the binary table E.g., 2 1 = 2 card has { 2, 3, 6, 7, 10, 11, 14, 15 } ú The first number in the list is the number of the card. ú Just add those together Students Learn ú Intro to Algorithms ú Binary numbers ú Encoding ú Lookup table for quick calc! Demystifying Computing with Magic, continued A B C D N A, B, D /42
38 Guess the birthday day of the week Volunteer is asked for their birthday Magician says what day of the week it was Source: en.wikipedia.org/wiki/zeller%27s_congruence! June 23, 1912 Thu Demystifying Computing with Magic, continued 38/42
39 How it Works What they learn: Don t nec generalize ú Alg, value of lookup table, modulo Y Mechanics ú Complicated general alg: ú Easier: M, D, Y in 1900s Turing: June 23, 1912 (6/23/12) Sunday! Algorithm Y/4% ú If M =1 or 2, Y = Y - 1 ú (F(M) + D + Y + Y/4) % 7 1-index: 1=Mon, 2=Tue, etc. Y/4 fast by 20s: 0,5,3,1,-1 ú Example ( ) % 7 ( ) = 7 (Sunday!) M F(M) My memory trick and 3 pass through hours in a day and 3 pass through are flips 5 7 Heinz 57 sauce are flips 7 6 Spirit of is made up of 2s 9 5 Working 9-to Only # with 0 is 0! in Binary is Working 12-5 (afternoons) Demystifying Computing with Magic, continued 39/42
40 Great Resource : CS4FN Paul Curzon, Peter McOwan, Jonathan Queen Mary, University of London ú CS4FN magazine ú Two free books on Magic and CS! ú Some online apps If you d like to contribute tricks, contact them Demystifying Computing with Magic, continued 40/42
41 Great Resource : Math Magic Kids Labs, $12 They include dice, cards, calculator, templates, ú Some of our tricks we demonstrated today were from this great resource! Demystifying Computing with Magic, continued 41/42
42 Motivate, Illustrate, and Elaborate on: - Computing notions - Problem solving - Divergent Thinking Audience Participation Do YOU have any magic to share?
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