Reference no: EM133014383

ASSESSMENT TASK:

Specific expectations of report requirements will be discussed in detail in lectures and during the entire practical components. A general guide used to evaluate student's written communication including practical reports.

Practical Report - Population genetic structure / Evolutionary History

Presentation
1) Layout (Journal style, Appropriate graphs, Appropriate tables, Uncluttered)
2) Abstract (concise and informative)
Writing skills
3) Grammar and punctuation
4) Referencing accurate and correct
Introduction / Background
5) Species biology / habitat / location
6) Defining the use of population genomics for species management (ie., ESUs & MUs)
7) Defining the clear objectives of the practical / report
Methods & Analysis
8) Methods clearly described (eg. sampling locations, numbers and software used)
9) Rational for statistical tests (eg. Why did you analyse it this way?)
Interpretation of results
10) Results appropriately explained (no redundancy, each key point used in discussion)
11) Appropriate interpretation of Diversity and possible population bottlenecks
12) Appropriate interpretation of F statistics
13) Appropriate interpretation of Mantel test
14) Appropriate interpretation of NETVIEW
15) Appropriate interpretation of AMOVA
16) Appropriate interpretation of STRUCTURE analysis
17) Appropriate interpretation of Phylogenetic analyses
18) Additional interpretation of analyses conducted
Discussion and Conclusion
18) Discussion adequately describes results in context to aims (draws appropriate conclusions based on results and other supporting evidence).
a) Is there a reduction in genetic diversity among any populations?
b) What dispersal patterns are present? How did you infer this?
c) Does a genetic reduction alter genetic distance interpretations?
d) What patterns emerge from NETVIEW and STRUCTURE analyses? e)Are population patterns consistent or is there hierarchical structuring (ie., AMOVA)?
f) What hypothesis does the phylogenetic data indicate and/or support?
g) Is there only one species/sub-species?
19) Appropriate management units or number of populations among regions?
20) Student displays a deep understanding of concepts