Welcome. This is the first of three connectomics modules. My goal for today is not that you leave able to run a pipeline — that is Modules 8 and 9. It is that you leave able to read a connectomics claim and say precisely what evidence would support it. Housekeeping before Part A: the module assignment and the journal club paper are both on the last two slides. Journal club presenter for Module 8 should choose by end of week.
Say this explicitly: the three modules are one argument, not three topics. Students routinely treat Module 7 as "background" and skip to the tools. The claim-sorting framework in Part A is what Module 9's lab is graded against, so it is load-bearing.
Note for the instructional record: these MLOs are single-verb, matching the design guidance in the CDM review. 7.3 was split out of the old 7.2 because "differentiate and evaluate" was double-barrelled.
Push on "at a stated resolution, from a stated sample." Both qualifiers get dropped in abstracts and both are where the errors live. Ask the room: what is the sample in the H01 dataset? Answer: surgically resected human temporal cortex from an epilepsy patient — which is a provenance fact with real interpretive consequences.
Cold open. Do not resolve it now. Take a show of hands on each: most rooms accept 1, split on 2, and about a third will accept 3 because it sounds like something they have read — which is exactly the point, because they have read it. Answers, for your own reference: 1 is Bin A, 2 is Bin B (assumes morphology predicts sign and count predicts strength), 3 is Bin C (needs physiology).
Expected answer: sparse labeling plus diffraction-limited optics gives potential contact, not synaptic connection. Secondary objection worth drawing out if nobody raises it: sparse labeling means you cannot see the unlabeled partner, so even a true synapse has an anonymous other side.
Make them do this one. It is the fastest sanity check on any proposal they will ever review, and it takes thirty seconds. If a proposal's storage line item is off by two orders of magnitude from this arithmetic, nothing else in it is trustworthy.
That last line is the constructive turn and it matters pedagogically. Students hear Bin C as "connectomics can't do anything interesting." The right reading is that Bin C tells you exactly which additional experiment your question needs — which is a research plan, not a limitation.
Move 1 is the hard one and it is where a student's domain knowledge earns its keep. There is no algorithm for it: you have to know the theory well enough to know what it predicts about anatomy. This is why the module assignment asks them to do it in their own subfield rather than in vision.
This slide is where students who came in assuming "nanoscale is the serious scale" should be dislodged. The correct instinct is scale-matching, not scale-maximizing.