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SOURCE CODE

1 x 2 = 2 x 2 = 4 x 2 = 8 1 x 2 = 2 x 2 = 4 x 2 = 8

2 x 2 = 4 x 2 = 8 x 2 = 16 2 x 2 = 4 x 2 = 8 x 2 = 16

3 x 2 = 6 x 2 = 12 = 3 x 2 = 6 3 x 2 = 6 x 2 = 12 = 3 x 2 = 6 4 x 2 = 8 x 2 = 16 = 7 x 2 = 14 4 x 2 = 8 x 2 = 16 = 7 x 2 = 14 5 x 2 = 10 = 1 x 2 = 2 x 2 = 4 5 x 2 = 10 = 1 x 2 = 2 x 2 = 4 6 x 2 = 12 = 3 x 2 = 6 x 2 = 12 6 x 2 = 12 = 3 x 2 = 6 x 2 = 12 7 x 2 = 14 = 5 x 2 = 10

7 x 2 = 14 = 5 x 2 = 10

8 x 2 = 16 = 7 x 2 = 14 = 3 x 2 = 6 8 x 2 = 16 = 7 x 2 = 14 = 3 x 2 = 6

9 x 2 = 18 = 9 x 2 = 18 = 7 x 2 = 14 9 x 2 = 18 = 9 x 2 = 18 = 7 x 2 = 14 10 x 2 = 20 = 2 x 2 = 4 x 2 = 8

10 x 2 = 20 = 2 x 2 = 4 x 2 = 8

11 x 2 = 22 = 4 x 2 = 8 x 2 = 16

11 x 2 = 22 = 4 x 2 = 8 x 2 = 16

As I mentioned in the

As I mentioned in the “Opening Thoughts”“Opening Thoughts” section,section, “Source Code”“Source Code” is the only piece in thisis the only piece in this manuscript that uses its own method of progressing through an anagram. This is an anagram for manuscript that uses its own method of progressing through an anagram. This is an anagram for numbers, but ironically, I wouldn’t use it to reveal a random number that a

numbers, but ironically, I wouldn’t use it to reveal a random number that a spectator thinks of. Ispectator thinks of. I much prefer to have a spectator think of their birth month, and then create a random number in much prefer to have a spectator think of their birth month, and then create a random number in their mind that I could guess, as well.

their mind that I could guess, as well.

The great thing about this demonstration in comparison to some other ‘math’ effects is The great thing about this demonstration in comparison to some other ‘math’ effects is that the spectator never has to say a number aloud. We are asking questions, but they always that the spectator never has to say a number aloud. We are asking questions, but they always seem to lead us to a logical progression in the process. I know that this anagram may intimidate seem to lead us to a logical progression in the process. I know that this anagram may intimidate some of you who aren’t comfortable with mental math, but I personally didn’

some of you who aren’t comfortable with mental math, but I personally didn’t find it any hardert find it any harder to memorize than a traditional P.A. After I explain the basic procedure, I think you’ll see that it to memorize than a traditional P.A. After I explain the basic procedure, I think you’ll see that it isn’t as complicated as it first appears.

isn’t as complicated as it first appears.

My personal presentation would typically be,

My personal presentation would typically be, “I want you to think of the month that“I want you to think of the month that you were born. Just repeat the month over and over in your mind. Very good!

you were born. Just repeat the month over and over in your mind. Very good! I’m going toI’m going to try to guess the month you were born, but in order to do that, I’ll need to distract you a bit.

try to guess the month you were born, but in order to do that, I’ll need to distract you a bit.

I’d like you to think of a random number, which we’ll create using your birth m

I’d like you to think of a random number, which we’ll create using your birth m onth. Canonth. Can you imagine your birth month as a number instead of the month?”

you imagine your birth month as a number instead of the month?”

Giving the participant a second to do this, we now continue with the instruction, Giving the participant a second to do this, we now continue with the instruction,

“Whatever number you’re thinking of now, I’d like you to double it in your mind.”

“Whatever number you’re thinking of now, I’d like you to double it in your mind.”

Allow them a moment to do this, and then we ask,

Allow them a moment to do this, and then we ask, “This new number that you’re“This new number that you’re thinking of, is it a single digit number?”

thinking of, is it a single digit number?”

If they say ‘yes’, it seems as though we’ve made a hit, and we would stay in the top box:

If they say ‘yes’, it seems as though we’ve made a hit, and we would stay in the top box:

(1) through (4).

(1) through (4).

They’re now instructed to double the numbe

They’re now instructed to double the number a second time.r a second time. “If this new number is a“If this new number is a two digit number, I’d like you to add the two digits together. If it’s a single digit number, two digit number, I’d like you to add the two digits together. If it’s a single digit number,  just focu thinking of (1) or (2). We ask them to double the number one more time and ask,

thinking of (1) or (2). We ask them to double the number one more time and ask, “Is it still a“Is it still a single digit number?”

single digit number?”

If ‘yes’, they’re thinking of the number (8), which leads us back 

If ‘yes’, they’re thinking of the number (8), which leads us back  to (1) - (JANUARY). to (1) - (JANUARY).

If ‘no’, they’re thinking of the number (16), which le

If ‘no’, they’re thinking of the number (16), which le ads us back to (2)ads us back to (2) - (FEBRUARY). - (FEBRUARY).

A ‘no’ response to the new number being an even number would mean (3) or (4).

A ‘no’ response to the new number being an even number would mean (3) or (4). WeWe would then transition by saying,

would then transition by saying, “Okay, then double it again, so th“Okay, then double it again, so th at itat it becomesbecomes an evenan even number. And is this new number a single digit number?”

number. And is this new number a single digit number?”

‘Yes’ would mean they’re thinking of (6), leading ba

‘Yes’ would mean they’re thinking of (6), leading ba ck to (3)ck to (3) - (MARCH).- (MARCH).

‘No’ would mean they’re thinking of (14), lead

‘No’ would mean they’re thinking of (14), leading back to (4)ing back to (4) - (APRIL).- (APRIL).

Going back to the very first ques

Going back to the very first question, had they said ‘no’ to the new number being a singletion, had they said ‘no’ to the new number being a single digit, we would redirect and say,

digit, we would redirect and say, “Okay, then add both digits together, so that it“Okay, then add both digits together, so that it  becomes a becomes a single digit number. Is this new number an even number?”

single digit number. Is this new number an even number?”

If ‘no’, we move down to (5) through (9).

If ‘no’, we move down to (5) through (9).

If ‘yes’, we move down to (10) through (12).

If ‘yes’, we move down to (10) through (12).

Let’s cover (5) through (9) first. We know that they’re

Let’s cover (5) through (9) first. We know that they’re  currently thinking of an odd  currently thinking of an odd number, so we say,

number, so we say, “Okay, then double the number, so that it“Okay, then double the number, so that it becomesbecomes an even number.an even number.

Now t

Now this new number that you’re thinking of, is it a single digit number?”his new number that you’re thinking of, is it a single digit number?”

‘Yes’ means that they’re thinking of either (5) or (6). We ask them to double it one more

‘Yes’ means that they’re thinking of either (5) or (6). We ask them to double it one more time.

time. “And finally, this last number, is it a single digit number?”“And finally, this last number, is it a single digit number?”

If ‘yes’, they’re thinking of (4), which tracks back to

If ‘yes’, they’re thinking of (4), which tracks back to (5)(5) - (MAY)- (MAY) IIf ‘no’, they’re thinking of (12), which tracks back to (6) – f ‘no’, they’re thinking of (12), which tracks back to (6) –  (JUNE). (JUNE).

Had they said ‘no’ to it being a single digit number at the start of this box, we would be Had they said ‘no’ to it being a single digit number at the start of this box, we would be left with (7) through (9). We would then ask,

left with (7) through (9). We would then ask, “Is the first digit higher than the second digit?”“Is the first digit higher than the second digit?”

A ‘yes’ answer means that they’re thinking of (10), which leads ba

A ‘yes’ answer means that they’re thinking of (10), which leads ba ck to (7) ck to (7) – –  (JULY). (JULY).

If ‘no’, we redirect the question with the instruction

If ‘no’, we redirect the question with the instruction ,, “Okay, then minus the smaller“Okay, then minus the smaller number from the higher number.”

number from the higher number.”

Allow them a few seconds to do this, and then instruct them to double this new number Allow them a few seconds to do this, and then instruct them to double this new number one last time.

one last time.

Ask,

Ask,“Finally, is this new number a single digit number?”“Finally, is this new number a single digit number?”

‘Yes’ equals (6), which leads us back

‘Yes’ equals (6), which leads us back to (8) – to (8) –  (AUGUST). (AUGUST).

‘No’ equals (14), which goes back to (9) – 

‘No’ equals (14), which goes back to (9) –  (SEPTEMBER). (SEPTEMBER).

That is the end of this box. Now le

That is the end of this box. Now let’s go down to (10) through (12). We wouldt’s go down to (10) through (12). We would havehave

look like we got a hit, and we would continue with,

look like we got a hit, and we would continue with, “Okay, now double this new number.“Okay, now double this new number.

Once again, is it a sing

Once again, is it a single digit number?”le digit number?”

A ‘yes’ here would mean (10) or A ‘yes’ here would mean (10) or (11).(11).

A ‘no’ would lead us instantly to (12), which

A ‘no’ would lead us instantly to (12), which actually leads back to (12) actually leads back to (12) – –  (DECEMBER) (DECEMBER) For (10) and (11), we would have them double the number one final time and ask,

For (10) and (11), we would have them double the number one final time and ask,“Is it“Is it still a single digit numb

still a single digit number?”er?”

‘Yes’ would mean

‘Yes’ would mean (8), tracking back to (10) (8), tracking back to (10) –  –  (OCTOBER). (OCTOBER).

‘No’ would mean (16) tracking back to (11) – 

‘No’ would mean (16) tracking back to (11) –  (NOVEMBER). (NOVEMBER).

I should mention that every instance in this anagram where it ends with a two digit I should mention that every instance in this anagram where it ends with a two digit number, I always finish the process b

number, I always finish the process by having them add the y having them add the two digits together.two digits together.

So, in (NOVEMBER), when we finish at (16), I would complete the procedure by having So, in (NOVEMBER), when we finish at (16), I would complete the procedure by having them add the digits together to make (7). The same can be said for all of the rest of the two digit them add the digits together to make (7). The same can be said for all of the rest of the two digit endings. If I ask a question, then I always want to follow it up with a mathematical procedure to endings. If I ask a question, then I always want to follow it up with a mathematical procedure to redirect said question.

redirect said question.

Instead of presenting this

Instead of presenting this as a ‘random’ number that we’re creating, we couldas a ‘random’ number that we’re creating, we could also makealso make up something

up something about discovering their ‘astrological’ number.about discovering their ‘astrological’ number. I believe Peter Turner, and likelyI believe Peter Turner, and likely others, have used this sort of presentation in the past. As I brought up in

If we wanted to use this to learn the day a person was born, we could very easily combine If we wanted to use this to learn the day a person was born, we could very easily combine

“

“Source CodeSource Code”” with Michael Murraywith Michael Murray’’ss SpringboardSpringboard concept. My only issue with this is that Iconcept. My only issue with this is that I went through a painstaking amount of work to avoid the spectator having to say a specific went through a painstaking amount of work to avoid the spectator having to say a specific number aloud, so I prefer for it to stay that way, as I only reveal the month. At most, depending number aloud, so I prefer for it to stay that way, as I only reveal the month. At most, depending on the specific month, I might ask the person,

on the specific month, I might ask the person, ““Were you born before the 22Were you born before the 22^ndnd??”” Based onBased on their answer, I could determine

their answer, I could determine what their star sign is, as well.what their star sign is, as well.

Aside from star signs and birth months

Aside from star signs and birth months, I’ve used, I’ve used thethe “Source Code”“Source Code” procedure to crea procedure to createte a very powerful and fair watch test. A person creates a random time in their mind, and then spins a very powerful and fair watch test. A person creates a random time in their mind, and then spins the tab and stops on a random time. At the end, they both match.

the tab and stops on a random time. At the end, they both match.

We would accomplish this by first having them focus on an hour. We would then use We would accomplish this by first having them focus on an hour. We would then use their mentally chosen hour to create a more random number of minutes. Leading them through their mentally chosen hour to create a more random number of minutes. Leading them through

the anagram, we eventually learn the hour they’ve chosen, and the random number 

the anagram, we eventually learn the hour they’ve chosen, and the random number  of minutes of minutes that

that they’ve ended on.they’ve ended on.

We now take off our watch and say that we’re going to try

We now take off our watch and say that we’re going to try to set it to the time they’reto set it to the time they’re thinking of, which we actually do.

thinking of, which we actually do.

But instead of showing this, we say,

But instead of showing this, we say, “Actually, let’s try something a little more“Actually, let’s try something a little more interesting. I don’t want you to look at the watch face, but I want you to spin the

interesting. I don’t want you to look at the watch face, but I want you to spin the pin untilpin until you decide to stop at any time.

you decide to stop at any time. When you’re finished, just push the pin back in to set theWhen you’re finished, just push the pin back in to set the time.

time.””

Making use of the classic ‘double pin’ watch force, they can spin the dial to their heart’

Making use of the classic ‘double pin’ watch force, they can spin the dial to their heart’ss content without actually chang

content without actually changing the time you’ve set.ing the time you’ve set. I now have the participant hold the watchI now have the participant hold the watch away from them, as they announce their mentally chosen time. With this presentation, the away from them, as they announce their mentally chosen time. With this presentation, the audience watching can react, and then the participant can turn the watch around and react audience watching can react, and then the participant can turn the watch around and react themselves. This presentation makes it impossible for them to think it was a gimmicked watch.

themselves. This presentation makes it impossible for them to think it was a gimmicked watch.

We could also have one participant think of a “random” time, after which we give the watch to a We could also have one participant think of a “random” time, after which we give the watch to a second participant to continue spinning the dial, producing more of a synchronization effect second participant to continue spinning the dial, producing more of a synchronization effect  between two spectators.

 between two spectators.

One last alternative idea is that we could say ten items as we hold up a number of fingers One last alternative idea is that we could say ten items as we hold up a number of fingers for each item. Saying

for each item. Saying “tree”“tree”, you would put up your thumb. Then on, you would put up your thumb. Then on“car”“car”, you would add your, you would add your index finger, indicating the number two. You would do this with ten items, counting on your index finger, indicating the number two. You would do this with ten items, counting on your fingers all the way up to ten.

fingers all the way up to ten.

By having the person create a more “random” number 

By having the person create a more “random” number  using their thought of item, we can using their thought of item, we can then

then reveal the new number that they’re thinking of, and the itemreveal the new number that they’re thinking of, and the item they chose. These items could they chose. These items could  be anything from colors to drawings, or even a letter in the alphabet.

 be anything from colors to drawings, or even a letter in the alphabet.

We could say,

We could say, "I'm going to go through the alphabet on my fingers, and whenever I"I'm going to go through the alphabet on my fingers, and whenever I say the letter you're thinking of, I want you to focus on the number of fingers I'm holding say the letter you're thinking of, I want you to focus on the number of fingers I'm holding up."

up."

You could go through the first ten letters of the alphabet on your ten fingers and then we You could go through the first ten letters of the alphabet on your ten fingers and then we would ask,

would ask,“Are you thinking of a number, yet?”“Are you thinking of a number, yet?”

If ‘no’, we continue with the next ten letters of the alphabet, and

If ‘no’, we continue with the next ten letters of the alphabet, and we ask the samewe ask the same

Personally, I’m not that big a fan of th

Personally, I’m not that big a fan of this idea. It just seems too odd of is idea. It just seems too odd of a procedure to learna procedure to learn a single letter. Still, it’s here as an option.

a single letter. Still, it’s here as an option. And I’m certain that there areAnd I’m certain that there are other applications and other applications and  presentation of the

 presentation of the “Source Code”“Source Code” concept waiting to be explored.concept waiting to be explored.

In document Estrategia de desarrollo local participativo del Grupo de Acción Local de Pesca ADICAP-cP FEMP (página 176-179)