Each team receives the fragments of 3-5 copies of each sequence, scrambled, in an envelope. Students should not see the full sequences before doing the exercise.
– 3-5 copies of each “sequence’ per team. Different sequences in different envelopes.
– Sheet of paper on which to arrange sequences
– Glue, for sticking fragments to paperInstructions:
Writing involves a specific sequence of letters and spaces in the same way that a gene is a specific sequence of nucleotides.
You have fragments from multiple copies of a poem in English (“Jabberwocky’, Lewis Carroll; Sequence 1), a poem in High Elvish (“Galadriel’s Warning’, J.R.R. Tolkien; Sequence 2), in Japanese (“Tale of Heike’; Sequence 3), and finally, a sequence of Homo neanderthalis mitochondrial DNA (Sequence 4).
By aligning similar segments, you should find overlaps that will help you decipher the rest of the sequence. Determine the correct order of the fragments for each sequence and glue them to a piece of paper.
Twas Brillig and the slithy toves did gyre and gimble in the wabe. All mimsy were the borogroves and the mome raths outgrabe!
Dorthol ui nu ‘aladh Legolas Vi glass: avo anglenno i aear! Ae lastathach ganed ‘wael o falas GÃ»r lÃn Ãº-eritha hÃ®dh bor vi taur