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Cutthroat trout in Colorado: A case study connecting evolution and conservation Sierra M. Love Stowell and Andrew P. Martin Supplemental Table 2: Pre- and Post-Assessment Rubric Item Description Options Correct Response Notes d) 9, though c) 7 is acceptable if the colors do not reproduce well We used the rightmost phylogeny from Figure 1 in (23) but any phylogeny could be used, adjusting for the level of complexity your students may be used to reading in trees. <5 5-7 9 >9 Not enough information d) >9. Students should count monophyletic clades rather than colors. We used the left-most phylogeny from Figure 1 in (23) as a contrast to the other phylogeny in the figure. The goal was to highlight that different data sets produced different trees for the same group of organisms. … protected … not protected … legally uncertain I don’t know b) is strictly correct (hybrids are not mentioned anywhere in the ESA) but c) is also acceptable as this is a major area of debate in the courts and the literature Pre-assessment 1 Given this phylogeny, how many subspecies would you estimate based on morphology? 2 Given this phylogeny, how many subspecies would you estimate based on DNA? 3 Both grizzly bears and polar bears are on the Endangered Species List. Under the Endangered Species Act, their hybrid (the pizzly? The grolar bear?) is … 4 Populations with many individuals that are both black and red likely reflect … a) b) c) d) e) a) b) c) d) e) a) b) c) d) 3 5 7 9 Not enough information a) b) c) d) e) Gene flow Selection Drift Mutation I don’t know a) is the most plausible answer, but the conclusion depends on how the analysis was approached. We used a STRUCTURE plot from Figure 10 in (24) because the paper is about the challenges of species delimitation and is similar to the case of cutthroat trout delimitations. Any STRUCTURE plot showing hybrid individuals or individuals that assign to multiple clusters could be used. 5 In my opinion, hybridization is … a) A threat to native species b) A natural evolutionary processes c) A and/or B depending on the context d) I don’t have an opinion c) in an evolution course, students should recognize that hybridization is frequently a natural evolutionary processes that leads to lineages homogenizing or even to the formation of new lineages. a) The number of clades b) The branch lengths c) The relationships among the clades d) They are the same c) only the relationships differ. The use of the word cladograms should remind students that branch lengths do not vary but this is also visible in the figure. This question is meant to address student attitudes and ability to think about evolution in a conservation context. Post-assessment 1 2 3 Depending on the kind of data used, what differs between these cladograms? Based on this phylogeny, M. e. jonesorum (red) is a “good” subspecies a) True b) False c) Not enough information Which statement most closely reflects the status of hybrids under the Endangered Species Act? a) Hybrids are not protected by the ESA and are not mentioned anywhere in the Act. b) Hybrids are protected by the ESA if they are the result of natural contact. c) Hybrids are not protected by the ESA if they pose an economic threat to native species. d) Hybrids are protected b) This taxonomic group is not monophyletic—red labels are not sister tips. c) may be fair if students can argue for alternative species concepts, but the complications may be beyond the scope of the course. While the other options may be intellectually or emotionally appealing, a) is the correct answer. We used the graphical abstract from (25) because it contrasted two phylogenies of the same organisms inferred from different datasets. Again, the goal is to highlight that different data can lead to different inferences. We used Figure 4 from (26) to illustrate that taxonomy may not align with phylogeny. This question could be adjusted to be more isometric with the preassessment or used to assess skill in reading a phylogeny. by the ESA if they increase the genetic diversity of a threatened parent 4 The individuals marked with a * (asterisk) most likely represent … a) Hybridization b) Population structure c) Genetic drift d) I don’t know Depending on how the analysis was conduct, a), b) or c) could be correct but in this scenario, a) is most plausible, as hybrid individuals are hybrid even when higher numbers of groups are tested. We used Figure 3 from (27) and marked individuals that assigned to multiple groups with an asterisk. Any STRUCTURE plot that shows individuals assigning multiple groups could be used.