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How to Make a PowerPoint Presentation of Your Research Paper
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A research paper presentation is often used at conferences and in other settings where you have an opportunity to share your research, and get feedback from your colleagues. Although it may seem as simple as summarizing your research and sharing your knowledge, successful research paper PowerPoint presentation examples show us that there’s a little bit more than that involved.
In this article, we’ll highlight how to make a PowerPoint presentation from a research paper, and what to include (as well as what NOT to include). We’ll also touch on how to present a research paper at a conference.
Purpose of a Research Paper Presentation
The purpose of presenting your paper at a conference or forum is different from the purpose of conducting your research and writing up your paper. In this setting, you want to highlight your work instead of including every detail of your research. Likewise, a presentation is an excellent opportunity to get direct feedback from your colleagues in the field. But, perhaps the main reason for presenting your research is to spark interest in your work, and entice the audience to read your research paper.
So, yes, your presentation should summarize your work, but it needs to do so in a way that encourages your audience to seek out your work, and share their interest in your work with others. It’s not enough just to present your research dryly, to get information out there. More important is to encourage engagement with you, your research, and your work.
Tips for Creating Your Research Paper Presentation
In addition to basic PowerPoint presentation recommendations, which we’ll cover later in this article, think about the following when you’re putting together your research paper presentation:
- Know your audience : First and foremost, who are you presenting to? Students? Experts in your field? Potential funders? Non-experts? The truth is that your audience will probably have a bit of a mix of all of the above. So, make sure you keep that in mind as you prepare your presentation.
Know more about: Discover the Target Audience .
- Your audience is human : In other words, they may be tired, they might be wondering why they’re there, and they will, at some point, be tuning out. So, take steps to help them stay interested in your presentation. You can do that by utilizing effective visuals, summarize your conclusions early, and keep your research easy to understand.
- Running outline : It’s not IF your audience will drift off, or get lost…it’s WHEN. Keep a running outline, either within the presentation or via a handout. Use visual and verbal clues to highlight where you are in the presentation.
- Where does your research fit in? You should know of work related to your research, but you don’t have to cite every example. In addition, keep references in your presentation to the end, or in the handout. Your audience is there to hear about your work.
- Plan B : Anticipate possible questions for your presentation, and prepare slides that answer those specific questions in more detail, but have them at the END of your presentation. You can then jump to them, IF needed.
What Makes a PowerPoint Presentation Effective?
You’ve probably attended a presentation where the presenter reads off of their PowerPoint outline, word for word. Or where the presentation is busy, disorganized, or includes too much information. Here are some simple tips for creating an effective PowerPoint Presentation.
- Less is more: You want to give enough information to make your audience want to read your paper. So include details, but not too many, and avoid too many formulas and technical jargon.
- Clean and professional : Avoid excessive colors, distracting backgrounds, font changes, animations, and too many words. Instead of whole paragraphs, bullet points with just a few words to summarize and highlight are best.
- Know your real-estate : Each slide has a limited amount of space. Use it wisely. Typically one, no more than two points per slide. Balance each slide visually. Utilize illustrations when needed; not extraneously.
- Keep things visual : Remember, a PowerPoint presentation is a powerful tool to present things visually. Use visual graphs over tables and scientific illustrations over long text. Keep your visuals clean and professional, just like any text you include in your presentation.
Know more about our Scientific Illustrations Services .
Another key to an effective presentation is to practice, practice, and then practice some more. When you’re done with your PowerPoint, go through it with friends and colleagues to see if you need to add (or delete excessive) information. Double and triple check for typos and errors. Know the presentation inside and out, so when you’re in front of your audience, you’ll feel confident and comfortable.
How to Present a Research Paper
If your PowerPoint presentation is solid, and you’ve practiced your presentation, that’s half the battle. Follow the basic advice to keep your audience engaged and interested by making eye contact, encouraging questions, and presenting your information with enthusiasm.
We encourage you to read our articles on how to present a scientific journal article and tips on giving good scientific presentations .
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The Process of Writing a Research Paper
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Planning the Research Paper
The goal of a research paper is to bring together different views, evidence, and facts about a topic from books, articles, and interviews, then interpret the information into your writing. It’s about a relationship between you, other writers, and your teacher/audience.
A research paper will show two things: what you know or learned about a certain topic, and what other people know about the same topic. Often you make a judgment, or just explain complex ideas to the reader. The length of the research paper depends on your teacher’s guidelines. It’s always a good idea to keep your teacher in mind while writing your paper because the teacher is your audience.
The Process There are three stages for doing a research paper. These stages are:
While most people start with prewriting, the three stages of the writing process overlap. Writing is not the kind of process where you have to finish step one before moving on to step two, and so on. Your job is to make your ideas as clear as possible for the reader, and that means you might have to go back and forth between the prewriting, writing and revising stages several times before submitting the paper.
» Prewriting Thinking about a topic
The first thing you should do when starting your research paper is to think of a topic. Try to pick a topic that interests you and your teacher — interesting topics are easier to write about than boring topics! Make sure that your topic is not too hard to research, and that there is enough material on the topic. Talk to as many people as possible about your topic, especially your teacher. You’ll be surprised at the ideas you’ll get from talking about your topic. Be sure to always discuss potential topics with your teacher.
Places you can find a topic: newspapers, magazines, television news, the World Wide Web, and even in the index of a textbook!
Narrowing down your topic
As you think about your topic and start reading, you should begin thinking about a possible thesis statement (a sentence or two explaining your opinion about the topic). One technique is to ask yourself one important question about your topic, and as you find your answer, the thesis can develop from that. Some other techniques you may use to narrow your topic are: jot lists; preliminary outlines; listing possible thesis statements; listing questions; and/or making a concept map. It also may be helpful to have a friend ask you questions about your topic.
For help on developing your thesis statement, see the English Center Guide to Developing a Thesis Statement .
Discovery/Reading about your topic
You need to find information that helps you support your thesis. There are different places you can find this information: books, articles, people (interviews), and the internet.
As you gather the information or ideas you need, you need to make sure that you take notes and write down where and who you got the information from. This is called “citing your sources.” If you write your paper using information from other writers and do not cite the sources, you are committing plagiarism . If you plagiarize, you can get an “F” on your paper, fail the course, or even get kicked out of school.
CITING SOURCES
There are three major different formats for citing sources. They are: the Modern Language Association (MLA) , the American Psychology Association (APA) , and the Chicago Turabian style . Always ask your teacher which format to use. For more information on these styles, see our other handouts!
ORGANIZING INFORMATION
After you’ve thought, read, and taken notes on your topic, you may want to revise your thesis because a good thesis will help you develop a plan for writing your paper. One way you can do this is to brainstorm — think about everything you know about your topic, and put it down on paper. Once you have it all written down, you can look it over and decide if you should change your thesis statement or not.
If you already developed a preliminary map or outline, now is the time to go back and revise it. If you haven’t developed a map or outline yet, now is the time to do it. The outline or concept map should help you organize how you want to present information to your readers. The clearer your outline or map, the easier it will be for you to write the paper. Be sure that each part of your outline supports your thesis. If it does not, you may want to change/revise your thesis statement again.
» Writing a research paper follows a standard compositional (essay) format. It has a title, introduction, body and conclusion. Some people like to start their research papers with a title and introduction, while others wait until they’ve already started the body of the paper before developing a title and introduction. See this link for more information about writing introductions and conclusions .
Some techniques that may help you with writing your paper are:
- start by writing your thesis statement
- use a free writing technique (What I mean is…)
- follow your outline or map
- pretend you are writing a letter to a friend, and tell them what you know about your topic
- follow your topic notecards
If you’re having difficulties thinking of what to write about next, you can look back at your notes that you have from when you were brainstorming for your topic.
» Revising The last (but not least) step is revising. When you are revising, look over your paper and make changes in weak areas. The different areas to look for mistakes include: content– too much detail, or too little detail; organization/structure (which is the order in which you write information about your topic); grammar; punctuation; capitalization; word choice; and citations.
It probably is best if you focus on the “big picture” first. The “big picture” means the organization (paragraph order), and content (ideas and points) of the paper. It also might help to go through your paper paragraph by paragraph and see if the main idea of each paragraph relates to the thesis. Be sure to keep an eye out for any repeated information (one of the most common mistakes made by students is having two or more paragraphs with the same information). Often good writers combine several paragraphs into one so they do not repeat information.
Revision Guidelines
- The audience understands your paper.
- The sentences are clear and complete.
- All paragraphs relate to the thesis.
- Each paragraph explains its purpose clearly.
- You do not repeat large blocks of information in two or more different paragraphs.
- The information in your paper is accurate.
- A friend or classmate has read through your paper and offered suggestions.
After you are satisfied with the content and structure of the paper, you then can focus on common errors like grammar, spelling, sentence structure, punctuation, capitalization, typos, and word choice.
Proofreading Guidelines
- Subjects and verbs agree.
- Verb tenses are consistent.
- Pronouns agree with the subjects they substitute.
- Word choices are clear.
- Capitalization is correct.
- Spelling is correct.
- Punctuation is correct.
- References are cited properly.
For more information on proofreading, see the English Center Punctuation and Grammar Review .
After writing the paper, it might help if you put it aside and do not look at it for a day or two. When you look at your paper again, you will see it with new eyes and notice mistakes you didn’t before. It’s a really good idea to ask someone else to read your paper before you submit it to your teacher. Good writers often get feedback and revise their paper several times before submitting it to the teacher.
Source: “Process of Writing a Research Paper,” by Ellen Beck and Rachel Mingo with contributions from Jules Nelson Hill and Vivion Smith, is based on the previous version by Dawn Taylor, Sharon Quintero, Robert Rich, Robert McDonald, and Katherine Eckhart.
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Writing an Abstract
Oral presentation, compiling a powerpoint.
Abstract : a short statement that describes a longer work.
- Indicate the subject.
- Describe the purpose of the investigation.
- Briefly discuss the method used.
- Make a statement about the result.
Oral presentations usually introduce a discussion of a topic or research paper. A good oral presentation is focused, concise, and interesting in order to trigger a discussion.
- Be well prepared; write a detailed outline.
- Introduce the subject.
- Talk about the sources and the method.
- Indicate if there are conflicting views about the subject (conflicting views trigger discussion).
- Make a statement about your new results (if this is your research paper).
- Use visual aids or handouts if appropriate.
An effective PowerPoint presentation is just an aid to the presentation, not the presentation itself .
- Be brief and concise.
- Focus on the subject.
- Attract attention; indicate interesting details.
- If possible, use relevant visual illustrations (pictures, maps, charts graphs, etc.).
- Use bullet points or numbers to structure the text.
- Make clear statements about the essence/results of the topic/research.
- Don't write down the whole outline of your paper and nothing else.
- Don't write long full sentences on the slides.
- Don't use distracting colors, patterns, pictures, decorations on the slides.
- Don't use too complicated charts, graphs; only those that are relatively easy to understand.
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How to Make a Successful Research Presentation
Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:
More is more
In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.
Less is more
Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.
Limit the scope of your presentation
Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.
You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.
Craft a compelling research narrative
After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.
- Introduction (exposition — rising action)
Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.
- Methods (rising action)
The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.
- Results (climax)
Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.
- Discussion (falling action)
By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.
- Conclusion (denouement)
Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).
Use your medium to enhance the narrative
Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.
The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.
For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .
— Alec Getraer, Natural Sciences Correspondent
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Research Paper Writing Process
Oct 12, 2014
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Research Paper Writing Process. Research Paper Writing Process. Assignment Clarification Time Management Topic Selection Topic Brainstorm Library Visit Locate/Select Sources Survey Sources Topic Focus Read Articles Preliminary Thesis Outline Draft Paper Revise Paper
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Research Paper Writing Process Student Learning Center
Research Paper Writing Process • Assignment Clarification • Time Management • Topic Selection • Topic Brainstorm • Library Visit • Locate/Select Sources • Survey Sources • Topic Focus • Read Articles • Preliminary Thesis • Outline • Draft Paper • Revise Paper • Sources of Help Student Learning Center
Research Paper Writing Process The purpose of this workshop is to identify and examine the components essential to planning and executing college-level research writing assignments. Student Learning Center
Research Paper Writing Process At the end of this workshop, students will be able to: 1. Identify and conceptualize the essential steps in the research paper writing process; 2. Access valuable campus resources to help at various stages of the writing process; 3. Use time management strategies to plan for the successful and timely completion of a research paper project. Student Learning Center
Research Paper Writing Process 1. Prewriting 2. Writing 3. Post-writing Student Learning Center
Assignment Clarification • Read the assignment sheet carefully. • Underline directional statements: define, identify, analyze, argue, etc. • Underline due dates. • Identify evaluation criteria. • Ask questions. Student Learning Center
Time Management • Write down all due dates. • Break down the research process into steps. • Assign a due date for each step. • Make weekly and daily priority lists. Student Learning Center
Topic Selection • Previous knowledge • Course content • Personal or professional experience/interests Student Learning Center
Topic Selection • Ask questions: who, what, where, when, why What is it similar to or different from; what are the causes; what are the consequences; what is the essential function; what are the definitions; what is the history; what is the present status; what case can be made for or against it; how did it happen; why did it happen; what is my personal reaction to it? 2. Identify subtopics Student Learning Center
Brainstorming Strategies • List • Map • Freewrite Student Learning Center
Library Visit • Browse the Drake Memorial Library website. • Tour the library. • Meet with a reference librarian. • Learn the difference between scholarly journals and other periodicals. • Locate sources. Student Learning Center
Survey Sources • Read abstracts, headings and subheadings. • Make note of charts, statistics, graphs. • Read the reference lists. • Read introductory and summary paragraphs. • Skim body. Student Learning Center
Topic Focus Go back to your original subject and focus it further based upon the information you gleaned during the text survey activities. Student Learning Center
Read Read once-Read write! Take notes as you read: Develop a system of underlining, marking, and/or paraphrasing in the margins that is meaningful to you. Student Learning Center
Discovering a Preliminary Thesis Form a thesis statement or question that will guide the rest of your research and writing. Focused Topic + Assertion=Thesis Student Learning Center
Discovering a Preliminary Thesis • Topic: Environmental issue connected to global warming • Focused Topic: coal fires • Thesis Question: How prevalent are coal fires? In what ways do coal fires contribute to global warming? What proof is there that coal fires in fact contribute to global warming? • Thesis Statement: “Raging in mines from Pennsylvania to China, coal firesthreaten towns, poison air and water, and add to global warming(Hacker, 2007, p. 10).” Source Hacker, Diana. (2007). A writer’s reference 6th edition. Boston: Bedford/St. Martin’s. Student Learning Center
Discovering a Preliminary Thesis • Topic: Technology and consumerism • Focused Topic: the way television impacted consumerism within the nuclear family from the mid 50’s to the early 60’s • Thesis Question: How did television target nuclear families and promote specific consumer habits and values? • Thesis Statement:Television programs and advertisements during the 1950’spromoted consumer habits that promised to support domestic happiness within the nuclear family. Student Learning Center
Thesis Statement Examples “ Although companies often have legitimate concerns that lead them to monitor employees’ Internet usage—from expensive security breaches to reduced productivity—the benefits of electronic surveillance are outweighed by its costs to employees’ privacy and autonomy” (Hacker, 2007, p. 12). “Much maligned and the subject of unwarranted fears, most bats are harmless and highly beneficial” (Hacker, 2007, p.10). “ Understanding the limitations of medical treatments for children highlights the complexity of the childhood obesity problem in the United States and underscores the need for physicians, advocacy groups, and policymakers to search for other solutions” (Hacker, 2007, p. 453). “Raging in mines from Pennsylvania to China, coal fires threaten towns, poison air and water, and add to global warming” (Hacker, 2007, p. 10). Source Hacker, Diana. (2007). A writer’s reference 6th edition. Boston: Bedford/St. Martin’s. Student Learning Center
Outline • Make a list of the main points. These points will form the organizational pattern of your paper. • Make special note of concepts from your sources that you wish to paraphrase in your text. • Draft an outline, moving from main ideas to details. • Revise thesis as needed. Student Learning Center
Thesis: Television programs and advertisements during the 1950’s promoted consumer habits that promised to support domestic happiness while strictly defining gender roles within the nuclear family. I. Introduction: Background and stats. on television viewing habits as well as numbers of televisions purchased. Lead to thesis. II. Point #1: Who: The Nuclear Family—who & what? A. Members B. Gender Roles 1. Male adults and children 2. Female adults and children C. Values 1. Home 2. Convenience 3. Prosperity III. Point #2: Television Shows--Specific Examples A. Gender Roles & Expectations B. Family Values 1. Home 2. Prosperity 3. Ideal Consumer Habits that help maintain status quo regarding gender IV. Commercials: Specific Examples A. Gender Roles B. Promoting Consumer Patterns=happiness V. Conclusions Gonzalez (1999) Smith (2001) Williams (2000) Martin (2000) Cole (1966) Smith (2001) Martin (2000) Bishop and Marx (2006) Student Learning Center
Draft • Begin to write in chunks of text defined by the parameters of each main point. • Continuously refer to the thesis in order to stay on track. Use key terms from the thesis to thread each section together. • Integrate information from sources as you draft, and include parenthetical citations. • Move from point to point rather than from author to author. Student Learning Center
Integrating Sources Research papers demand abundant reference to professional sources. That is, your research paper will be generously populated with the voices of the published experts. Your job is to manage those voices, to synthesize them, to use them to substantiate your claim. Student Learning Center
Integrating Sources Use a variety of lead-ins to introduce concepts or findings from researchers: • According to Smith (2001),the presence of a television set in the home even changed eating habits; frozen TV dinners, TV trays, and TV tables altered the physical and social contexts of family meals. • By the early 1960’s, “90 percent of all households had at least one television set” (Bishop & Marx, 2006, p. 2). • Television programs and commercials reinforced rigid gender roles and promised consumers material wealth if they could fit the roles. One social critic from the era remarked that “television certainly nurtured both consumerism and conformity” (Cole, 1966, p. 24). Student Learning Center
Revision Checklist • Reread the assignment sheet. • Underline your thesis. • Read aloud. • Label the topic of each paragraph in the margin. • Revise main ideas; consider clarity and relevance. Student Learning Center
Revision Checklist • Revise details; consider clarity and relevance. • Check for cohesion. • Check documentation format. • Check grammar, punctuation, word choice, spelling. Student Learning Center
Sources of Help • Professors • Librarians • Writing Tutors • Content Tutors • Models of Successful Research Papers Student Learning Center
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- Published: 21 February 2024
A 3D nanoscale optical disk memory with petabit capacity
- Miao Zhao ORCID: orcid.org/0000-0002-4941-4699 1 na1 ,
- Jing Wen ORCID: orcid.org/0000-0003-3558-2322 2 na1 ,
- Qiao Hu ORCID: orcid.org/0000-0001-6187-958X 1 ,
- Xunbin Wei 3 , 4 ,
- Yu-Wu Zhong ORCID: orcid.org/0000-0003-0712-0374 5 ,
- Hao Ruan ORCID: orcid.org/0009-0003-3693-653X 1 &
- Min Gu ORCID: orcid.org/0000-0003-4078-253X 6 , 7
Nature volume 626 , pages 772–778 ( 2024 ) Cite this article
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- Laser material processing
- Nanophotonics and plasmonics
- Optical data storage
- Sub-wavelength optics
High-capacity storage technologies are needed to meet our ever-growing data demands 1 , 2 . However, data centres based on major storage technologies such as semiconductor flash devices and hard disk drives have high energy burdens, high operation costs and short lifespans 2 , 3 . Optical data storage (ODS) presents a promising solution for cost-effective long-term archival data storage. Nonetheless, ODS has been limited by its low capacity and the challenge of increasing its areal density 4 , 5 . Here, to address these issues, we increase the capacity of ODS to the petabit level by extending the planar recording architecture to three dimensions with hundreds of layers, meanwhile breaking the optical diffraction limit barrier of the recorded spots. We develop an optical recording medium based on a photoresist film doped with aggregation-induced emission dye, which can be optically stimulated by femtosecond laser beams. This film is highly transparent and uniform, and the aggregation-induced emission phenomenon provides the storage mechanism. It can also be inhibited by another deactivating beam, resulting in a recording spot with a super-resolution scale. This technology makes it possible to achieve exabit-level storage by stacking nanoscale disks into arrays, which is essential in big data centres with limited space.
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Data availability
The data that support the findings of this study are available at https://doi.org/10.57760/sciencedb.13342 (ref. 50 ). Source data are provided with this paper.
Code availability
The MATLAB code used in this study is available at https://doi.org/10.57760/sciencedb.13342 (ref. 50 ).
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Acknowledgements
J.W. acknowledges the financial support from the National Natural Science Foundation of China (NSFC, project no. 62175153). M.G. acknowledges the support from the Science and Technology Commission of Shanghai Municipality (project no. 21DZ1100500) and the Shanghai Municipal Science and Technology Major Project. M.G., J.W. and H.R. acknowledge the financial support from the Shanghai Municipal Science and Technology Commission Innovation Action Plan (project no. 18DZ1100400). M.G. and H.R. acknowledge the financial support from the National Key R&D Program of China (project no. 2021YFB2802000). Y.-W.Z. acknowledges the support from the National Natural Science Foundation of China (NSFC, project no. 21925112). X.W. acknowledges the support from the National Natural Science Foundation of China (NSFC, project no. 62027824). We thank Z. Gan from Huazhong University of Science and Technology for the adjustment of the optical writing set-up. We thank F. Liu from the Integrated Laser Microscopy System and Computation System at the National Facility for Protein Science in Shanghai (NFPS), Zhangjiang Lab for providing usage and technical support for the STED microscope. We thank H. H. Li and E. K. Zhang from Leica Microsystems (Shanghai) Trading Company Ltd for time-resolved photoluminescence detection and emission spectrum measurement. We thank D. Y. Lei and S. Y. Jin from the City University of Hong Kong for the discussion of the measurement of fluorescence lifetime in microscale. We thank H. X. Xu from Wuhan University, and D. Pan and C. J. Zhang from East China Normal University for helping with the Raman measurement in microscale. We thank T. C. Tang from the University of Shanghai for Science and Technology for data baseline cutting in the Raman measurement. We thank W. X. Cao from the Shanghai Institute of Optics and Fine Mechanics, Chinese Academy of Sciences for joining the shelf lifetime measurement of the sample.
Author information
These authors contributed equally: Miao Zhao, Jing Wen
Authors and Affiliations
Photonic Integrated Circuits Center, Shanghai Institute of Optics and Fine Mechanics, Chinese Academy of Sciences, Shanghai, China
Miao Zhao, Qiao Hu & Hao Ruan
Engineering Research Center of Optical Instrument and Systems, Ministry of Education and Shanghai Key Lab of Modern Optical System, University of Shanghai for Science and Technology, Shanghai, China
Biomedical Engineering Department, Peking University, Beijing, China
School of Biomedical Engineering, Anhui Medical University, Hefei, China
Key Laboratory of Photochemistry, Beijing National Laboratory for Molecular Sciences, CAS Research Education Center for Excellence in Molecular Science, Institute of Chemistry, Chinese Academy of Sciences, Beijing, China
Yu-Wu Zhong
Institute of Photonic Chips, University of Shanghai for Science and Technology, Shanghai, China
Zhangjiang Laboratory, Shanghai, China
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Contributions
M.G., H.R. and J.W. conceived the original concept and initiated the work. J.W., M.Z. and Q.H. performed the theoretical analysis and conducted the simulation. M.Z. and J.W. synthesized the material. M.Z., J.W. and H.R. developed the set-up and performed the measurements. J.W., M.Z., H.R., Y.-W.Z. and M.G. analysed the data and explained the mechanism. M.G., J.W., H.R., M.Z. and Y.-W.Z. discussed the results. J.W., M.G., M.Z., X.W. and H.R. wrote the paper and all authors reviewed the paper.
Corresponding authors
Correspondence to Jing Wen , Hao Ruan or Min Gu .
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Extended data figures and tables
Extended data fig. 1 optical setup of dual-beam volumetric nanoscale writing..
L1, L2, L3, and L4, collimation lenses; L5, collection lens; L6, tube lens; PH1 and PH2, pinholes; HWP, half-wave plate; QWP, quarter-wave plate; VPP, vortex-phase plate; DC1 and DC2, dichroic filters; S, electronic shutter; M, mirror; BS, beam-splitter; MMF, multi-mode fibre; and CCD, charged coupled device. Source images of the optical components provided courtesy of Thorlabs, Inc.
Extended Data Fig. 2 Summary of an aggregation-induced emission dye-doped photoresist (AIE-DDPR) film.
a–c , Fluorescence images of the ODS medium doped with tetraphenylethene (a) , no AIEgens (b) and hexaphenylsilole (c) obtained by the Leica microscope. d–f , Intensity profiles (d) , (e) and (f) are extracted from (a–c) . g , Transmission electron microscopy image of a cured AIE-DDPR film. h , Expansion of the blue-boxed area in (g) . i , Transmittance of a cured AIE-DDPR film with a thickness of 130 µm (blue line) and a pure silica substrate with a thickness of 980 µm (red line).
Source data
Extended data fig. 3 aggregation-induced emission dye-doped photoresist (aie-ddpr) recording medium in colloidal and solid states and fluorescence images of the volumetric writing with different layer spacings..
a , AIE-DDPR in the colloidal state under white-light illumination (left) and ultraviolet (UV)-light illumination (right). b , Cured spin-coated AIE-DDPR film under white-light illumination (left) and UV-light illumination (right). c , Base disc comprising the substrate. d , Disc spin-coated with a film of AIE-DDPR that has been cured (a blank disc yet to be written with information). e–g , There was strong cross-talk of the signal when the layer spacing was 0.5 μm (e) or 0.7 μm (f) , and no cross-talk of the signal when the layer spacing was 1 μm (g) .
Extended Data Fig. 4 Binary bits of the encoded image (a) and the recalled image (b) in Fig. 2e .
In a , ‘1’ and ‘0’ represent the writing beam being ‘on’ and ‘off’ which are controlled by the electronic shutter in Extended Data Fig. 1 . In b , ‘1’ and ‘0’ represent the fluorescent signal from the recording medium being ‘on’ and ‘off’.
Extended Data Fig. 5 Schematic illustration of the writing principle of volumetric nanoscale ODS and simulations.
a , Jablonski diagram of 2-isopropylthioxanthone photoinitiators for the explanation of polymerization by two-photon absorption and depolymerization by triplet–triplet absorption. The green arrows indicate the absorption of the two photons, the brown arrow indicates the radiative relaxation of the fluorescence, the blue arrow indicates the radiative relaxation of the phosphorescence, the grey dashed arrow indicates intramolecular vibrational redistribution (IVR), the red arrow indicates triplet–triplet absorption, the yellow arrows indicate intersystem crossing (ISC)/IVR (dashed arrow) or reverse ISC/IVR (solid arrow), and the black arrow indicates radical formation. The energy levels are not to scale. The solid horizontal lines indicate nonvibrational electronic states whereas the dashed horizontal lines indicate vibrationally excited electronic states. b , Principle of dual-beam nanoscale optical writing. A 515-nm femtosecond Gaussian laser beam initiates polymerization in a medium via two-photon absorption, and a 639-nm CW doughnut-shaped laser beam then deactivates locally the polymerization at the periphery of the focus, which reduces the polymerization volume to the subdiffractive level. c , Simulated profiles of photo-polymerization conversion rate versus deactivating intensity in a dual-beam writing process. The threshold was set to 42%, with the area above 42% representing the third state in Fig. 3 , and the area below 42% representing the second state in Fig. 3 . d and e , Simulated superresolution STED images of a 4 × 4 pattern formed by the 515-nm femtosecond writing laser beam without (d) and with (e) subsequent application of the 639-nm deactivating beam. f , Simulated confocal image of the pattern formed by the dual-beam writing configuration. g , Intensity profiles extracted from (d–f) .
Extended Data Fig. 6 Properties of the standard sample of Ru(bpy) 3 Cl 2 thin film and the aggregation-induced emission dye-doped photoresist (AIE-DDPR) film for characterization of QYs and fluorescence on–off contrast of the recorded spots.
a–c, (a) Chemical formula. The QY of Ru(bpy) 3 Cl 2 thin film is 7.3% which is calculated from the absorbance (b) and the fluorescence emission intensity (c) at an excitation wavelength λ = 480 nm. d , Fluorescence intensity of the AIE-DDPR film at an excitation wavelength λ = 480 nm before exposure to the femtosecond laser (0 mW, i.e., the second state in Fig. 3 ) and after exposure to the 515-nm femtosecond laser with various writing powers, i.e., 0.3–1.5 mW (i.e., the third state in Fig. 3 ), and the standard sample of Ru(bpy) 3 Cl 2 thin film. e , Photobleaching: fluorescence on–off contrast of a recorded spot probed by irradiation with a 480-nm pulsed laser. f – h , Fluorescence image obtained at 7 min ( f ), 27 min ( g ), and 134 min (h) after the beginning of excitation.
Extended Data Fig. 7 Comparison of fluorescence images and aggregation sizes of the recorded spots with the 515-nm femtosecond Gaussian laser beam only and dual-beam writing.
a , Fluorescence and optical images of the recorded spots at different writing powers of the 515-nm femtosecond laser beam, as measured in the optical path. b , Scanning electron microscopy (SEM) images and fluorescent images of diffraction-limited spots recorded by the 515-nm femtosecond Gaussian laser beam only and subdiffractive spots recorded by the dual-beam writing configuration. Scale bar: 1 µm. c and d , Superresolution imaging of densely arranged spots of a panda yin–yang pattern. Superresolution STED-image readouts of the recording patterns formed by the 515-nm femtosecond writing laser beam without (c) and with (d) subsequent application of the 639-nm CW deactivating beam. Insets: Magnified images of 1 × 2 recording spots and the original panda yin–yang pattern. e , Intensity profiles extracted from the areas marked with the dashed lines in the magnified images in (c) and (d) . The panda yin–yang pattern is discretized to a 21 × 21 dot matrix with a spacing of 112 nm.
Extended Data Fig. 8 ODS on optical base disc and fluorescence lifetime imaging of the recording areas.
a , A base disc comprising only substrate. b , A disc with a transparent-yellow circle of the aggregation-induced emission dye-doped photoresist (AIE-DDPR) that has been subsequently cured. c , Superresolution imaging of recording spots formed by the 515-nm femtosecond writing beam without and with the application of the 639-nm CW deactivating beam. d , Intensity profiles extracted from the areas marked with the white dashed lines in the red and blue boxes in (c) . The recording-spot sizes were 107 nm and 188 nm for dual-beam writing and single-beam writing, respectively. We had to scan a portion of the optical disc as the scanning stage could not accommodate a whole disc. e and f , Scanning fast fluorescence lifetime imaging microscopy (FLIM) image (e) and the corresponding FLIM histogram (f) for the recorded areas at different writing powers of the 515-nm femtosecond laser beam (the third state) and the background area with only ultraviolet curing (the second state). The recording areas were written at a scan speed of 2.5 µm/s and comprised parallel lines with a line spacing of 300 nm.
Extended Data Fig. 9 Lifetime and durability test of ODS.
a and b , Scanning fluorescence and white-light microscopic images of the recorded spots for the temperature stress condition of 130 °C and 120 °C. The time is incubation time. c and d , The intensities for different incubation times (c) and (d) were extracted from the fluorescence images (a) and (b) .
Supplementary information
Supplementary video 1.
A video of 100-layer recording on the AIE-DDPR film in mp4 format. The institute and university badges (‘SIOM’ and ‘USST’) and binary bits of encoded images of a tree and a flower were alternately written in the recording medium. The layer-to-layer distance is 1 μm.
Source Data Fig. 2
Source data fig. 3, source data fig. 4, source data extended data fig. 2, source data extended data fig. 5, source data extended data fig. 6, source data extended data fig. 7, source data extended data fig. 8, source data extended data fig. 9, rights and permissions.
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Zhao, M., Wen, J., Hu, Q. et al. A 3D nanoscale optical disk memory with petabit capacity. Nature 626 , 772–778 (2024). https://doi.org/10.1038/s41586-023-06980-y
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Received : 29 April 2023
Accepted : 14 December 2023
Published : 21 February 2024
Issue Date : 22 February 2024
DOI : https://doi.org/10.1038/s41586-023-06980-y
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