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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 1 Flip Tanedo 8 June 2017 UC Riverside Particle Theory P R E S E N T I N G SCIENCE UCR Physics & Astronomy a guide to preparing slides Annotated version

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 2 What this is… 
 OPINION & ADVICE YOUR MILEAGE MY VARY! Your feedback is welcome! Example slides are not an endorsement of those talks or even the slides themselves. Even (especially!) when they are my own slides.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 3 … what this isn’t This is not The Greatest Song in the World, no. This is just a tribute. — “Tribute,” Tenacious D These slides may not fully realize the principles espoused… that doesn’t mean that one shouldn’t still aspire to the principles. 
 
 Shoot the messenger if you must, but read the message.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 4 BASIC LAYOUT

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 5 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. References to images can go here.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 6 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. References to images can go here. Title is bold, easy to read.
 It is also a color that matches the blue horizontal bar. This is so that it is understood to be part of the framing of the slide’s contents, but is not itself the main content of the slide

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 7 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. FT, Presenting Science (2017) Communicate visually. What is the main point or subject of this slide? Is this clear from a quick glance? Figures and plots are very welcome.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 8 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. FT, Presenting Science (2017) Main text uses typography to emphasize key points.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 9 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. FT, Presenting Science (2017) Include citations! Cite relevant work and cite images that you use—even if you just found them on Wikipedia.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 10 Slide Title Slide body: succinct text summarizing an idea.
 Some meaningful figure helps a lot. FT, Presenting Science (2017) Bottom Bar Elements
 name/e-mail: so people remember who you are and can contact you later talk title: if people come in late slide numbers: so people can refer back to slides when they ask questions; also useful when others review your slides off-line

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 11 Other slide elements? Other than these elements, try to keep slides relatively spartan. The slide is, itself, an aid and background to your body and your voice during your presentation. Don’t let your slides get in the way of your message.
 In fact, if anything—my slides are already too busy.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 12 Title Slide Layout Include your name & institution, the date/place of the talk, and your contact information. If you’re presenting a paper, include the names of your collaborators. FT, Presenting Science (2017)

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 13 WHAT GOES ON A SLIDE?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 14 As little as possible

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 15 Permit me a block of text… Your talks are your most valuable first impressions. You are a professional, respectable researcher with important ideas. If your slides don’t convey this, then they’re not helping you advance your research. Bad slides make you look like a poor scientist. It may not be true, but your audience will have a hard time knowing that. Design is communication. Your mastery of your subject shines when you communicate it effectively. Your slides are part of this. This is way too much text.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 16 BACKGROUNDS

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 17 Backgrounds Sometimes a simple, empty background is the right canvas to convey your ideas Your focus is reading what is on this slide

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 18 Backgrounds Sometimes a simple, empty background does not detract from your message Did you even realize that the main text changed? boogabooga booga http://www.smbc-comics.com/comic/2010-12-30

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 19 Stars! Foreground vs. background Wow! So astronomical & sciency Here’s the problem: the background is high-contrast, which makes it hard to separate foreground from background. https://www.jpl.nasa.gov/spaceimages/details.php?id=PIA15417

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 20 Stars! Foreground vs. background https://www.jpl.nasa.gov/spaceimages/details.php?id=PIA15417 Adding an opaque layer helps. But: you’re still fighting against your background for attention. Avoid high- contrast background images.

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Steve Jobs’ Style • This dark background looks great in a dark room • Subtle gradient. Classy. • But it gets harder to read down here… as the contrast between foreground and background decreases. • And these can be hard to print if people want a hard copy of your talk Image: Matthew Yohe

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… this looks amateurish 1207.7214

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1207.7214 The stark contrast between the 
 plot’s white box and the
 slide’s dark background creates
 an unnatural frame … this looks amateurish

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 24 Backgrounds I prefer a minimal background.
 Let your ideas be the only focus. A minimal slide also allows the audience to focus on what you are saying

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 25 PREPARING SLIDES

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 26 Crowd Control, bad example https://cms.cern/news/cms-new-results-Moriond-2017

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 27 Crowd Control, bad example https://cms.cern/news/cms-new-results-Moriond-2017 Eh? What does it say? muppet.wikia.com/wiki/Statler_and_Waldorf

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 28 Remark: when “unreadable” is okay https://cms.cern/news/cms-new-results-Moriond-2017 There are many new results. We’re focusing on just one. But we’re highlighting the existence of the others because it is significant to the didactic point we are making.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 29 COLOR

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 30 A Color Theme Unifies Your Talk You should have a main text color (black), and colors for primary & secondary highlighting. You may want colors that match your institution. UCR Particle Theory Logo, 2016

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 31 What Could Go Wrong? https://www.jpl.nasa.gov/spaceimages/details.php?id=PIA15417 Hard to read
 distracting 
 too much color Use tasteful restraint: Pick a few colors carefully, and use them to highlight

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 32 Having a hard time picking colors? There are apps for that. http://coolors.co

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 33 Having a hard time picking colors? http://color.adobe.com/create/color-wheel

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 34 Having a hard time picking colors? http://paletton.com

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 35 FONT

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 36 The bottom line If people notice the font you’re using,
 then you chose the wrong font.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 37 Typography matters Serif fonts, like Times New Roman, look like you’re reading a book. That is for good reason: the serifs are used to make it easier for your brain to recognize characters. This is helpful when you have a wall of text that you are trying to read efficiently. But do you want your audience to have to read a wall of text while simultaneously trying to pay attention to what you are saying?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 38 Typography matters Sometimes a handwritten font (like amatic) or 
 a silly font (like comic sans) can be useful to distinguish parenthetical comments. I like to use LIGHT, ALL-CAPS HELVETICA WITH LARGE CHARACTER SPACING for labels.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 39 Typography matters Signs & websites are usually in sans-serif
 Sans-serif fonts (like Helvetica) are easier to read on limited resolution screens and from a distance. Usually this is what you’d like to have in a talk. http://www.webdesignerdepot.com/2013/03/serif-vs-sans-the-final-battle/

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 40 … actually, try to avoid Comic Sans http://www.theverge.com/2012/7/4/3136652/cern-scientists-comic-sans-higgs-boson

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 41 … actually, try to avoid Comic Sans http://twitter.com/al45tair/status/220428479475367936

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 42 Try to avoid the default font http://platowebdesign.com/articles/fonts/ Ubiquity can lead to tedium. A classy, subtle font gives the message that your presentation is different and that you took care to craft it.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 43 You can mix fonts… sparingly One font is usually enough.
 
 There are a few cases to have two. Very few. Three different fonts is too much.


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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 44 Playing with fonts Succinct, main ideas Follow up points, additional discussion, some important caveats perhaps, other discussion. Less important points can look like this. CAPTIONS AND THE LIKE This is a good place for non-obtrusive references and citations

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 45 ICONOGRAPHY

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 46 Iconography Matters GO This is really confusing! The text says go, but the color and shape refer to a stop sign.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 47 Iconography in action: an example The next four slides demonstrate how images can be used as icons for ideas. The first three slides present images associated with ideas (which were explained verbally). The last slide shows shows how these ideas fit together by referencing the ideas by their icons. Slides are from a talk to the Cornell Society of Physics Students (2013)

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 48 Image: http://seamonstr.se/2010/09/here-be-dragons-preview/ Quote: “Asking a Judge to Save the World, and Maybe a Whole Lot More,” Dennis Overbye, New York Times, 29 March 2008 “The LHC might make dragons that might eat us up” Nima Arkani-Hamed

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 49 FT, “Who Ate the Higgs?” Quantum Diaries We will not talk about

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 50 Image: Sergio Cittolin, e.g. http://www.symmetrymagazine.org/article/may-2009/gallery-sergio-cittolin Nor will we talk about

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 51 Image: Trogdor, from Homestar Runner “The LHC might make dragons that might eat us up” Nima Arkani-Hamed this talk: hypotheticals

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 52 Iconography in action, another example atlas.web.cern.ch/Atlas/GROUPS/PHYSICS/CombinedSummaryPlots/SUSY/ATLAS_SUSY_Summary/history.html

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 53 Iconography in action, another example atlas.web.cern.ch/Atlas/GROUPS/PHYSICS/CombinedSummaryPlots/SUSY/ATLAS_SUSY_Summary/history.html Variants of this figure are popular at particle physics talks. It is shorthand for the following statement: The LHC does many searches for new physics, none have found evidence for new physics, and together they are setting stronger and stronger bounds. Nobody is expected to be able to read the plot, but it is understood that they identify the idea attached to it.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 54 “Famous Plots” as iconography 5% 27% 68% Standard Model is not complete GALACTIC 
 ROTATION CURVES GRAVITATIONAL LENSING COSMIC MICROWAVE BACKGROUND 'JFME 4QJO 46 Ƨ D 46 Ʀ - 6 ƥ : 2 ƥ/Ʀ ƥ/ƪ ¯ V ƥ/Ʀ −Ʀ/Ƨ ¯ E ƥ/Ʀ ƥ/Ƨ - ƥ/Ʀ −ƥ/Ʀ ¯ F ƥ/Ʀ −ƥ ) Ƥ ƥ/Ʀ 5BCMF NJlj .BĨFS DPOUFOU PG UIF 4UBOEBSE .PEFM &BDI TQJOƥ/Ʀ ėFME JT B MFěIBOEFE 8FZM GFSNJPOT UIBU USBOTGPSNT VOEFS B EJTUJODU 6(Ƨ) ĚBWPS TZNNFUSZ ĉF 46(Ʀ)- EPVCMFUT DPOUBJO MFěIBOEFE ėFMET 2 = (V, E) BOE - = (ӊ, F) XIFO OFDFTTBSZ XF EJTBNCJHVBUF UIFTF GSPN UIF 46(Ʀ)- TJOHMFUT CZ XSJUJOH Images: Jeff Filippini (Berkeley Cosmology 2005), NASA APOD 2006, NASA WMAP slide from:
 “Dark Earthshine”
 Colloquium (2016)

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 55 FIGURES & IMAGES

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 56 Plot example: this is your slide UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 57 … but be sure to explain these things UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8 What are the axes?
 What are their units?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 58 … but be sure to explain these things UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8 What is the significance of this equation? What are these labeled regions?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 59 … but be sure to explain these things UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8 Colors? 
 What do these mean?
 What color is “good”?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 60 … but be sure to explain these things UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8 What are the different lines and highlighting? What should I focus on?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 61 … but be sure to explain these things UCI-IPC: 1608.03591 0 5 10 0 5 10 BEST FIT BEST FIT DARK PHOTON NA48/2 PROTOPHOBIC 0.05 0.25 2 1 4 7 11 16 5.8 Remind me: what is this
 plot supposed to convey? How does that relate to the
 broader narrative of this talk?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 62 This figure speaks volumes UCI IPC 1608.03591

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 63 Your clip art betrays you “Soliton,” first image from Google Image Search https://en.wikipedia.org/wiki/Soliton Solitary wave in a laboratory wave channel This has nothing to do with the “soliton” I have in mind…

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 64 Not a graphic designer? Use paper Can’t use a fancy vector graphics editor?
 Draw an effective figure by hand, and scan it. (Or take a photo) It will be more effective, you’ll get credit for it, and its “genuine”
 “ugly” hand-drawn figure >>> clip art or no figure at all. This is the soliton
 that I want to talk about.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 65 Hand drawn can be effective

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 66 Effective > Fancy quantumdiaries.org/2012/07/01/the-hierarchy-problem-why-the-higgs-has-a-snowballs-chance-in-hell/ “The Higgs has a snowball’s chance in hell of being as light as it is.”

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 67 Effective > Fancy Winter Artwork, tshirtvortex.net/snowballs-chance-in-hell/ “The Higgs has a snowball’s chance in hell of being as light as it is.” “I copied and pasted the first thing on Google Image search” This tells me nothing about physics and the pop culture reference is distracting rather than illuminating.
 Compare to my Tenacious D reference in the intro, which had a point.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 68 EQUATIONS

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 69 Equations ius rN that maximizes the radial number density nN ( r ) r2 of target nucleus alues, the contact interaction limit fails for mA 0 . 3 MeV. Rather than mentum term altogether, a slightly more sophisticated approach would be tution p2 (1 cos ✓CM ) ! µ2 N w2 . In this work, however, we keep the full p propagator and evaluate the capture rate numerically so that our results ut parameter space. We have confirmed that our results reproduce those n the corners of parameter space where simplifying assumptions are valid. match Ref. [48] in the large- mA 0 , point-like cross section limit. apture rates, it is convenient to re-express the di↵erential cross section ecoil energy ER = µ2 N w2 (1 cos ✓CM ) /mN in the lab frame. In the non- he expression simplifies to [49] d N dER ⇡ 8 ⇡"2 ↵X↵Z2 N mN w2 (2 mN ER + m2 A 0 )2 | FN |2 . (9) the Helm form factor [50], | FN ( ER )|2 = exp [ ER/EN ] , (10) y Gould [13, 14, 16] where v ( r ) is the escape velocity at radius r and u is the dar elocity asymptotically far from the Earth. The total capture rate is obtained by integrating Eq. (11) over the region of p pace where the final state dark matter particle has energy less than mXv2 ( r ) / hus gravitationally captured. The escape velocity v ( r ) and number densities n etermined straightforwardly from the density data enumerated in the Preliminary R arth Model [51]. Following Edsj¨ o and Lundberg [20], the target number den modeled by dividing the Earth into two layers, the core and the mantle, with ensities and elemental compositions given in Table I. The capture rate is then P N CN cap , where the rate on target N is CN cap = nX Z R 0 dr 4 ⇡r2 nN ( r ) Z 1 0 dw 4 ⇡w3 f ( w, r ) Z Emax Emin dER d N dER ⇥( E ) . ere ⇥( E ) = ⇥( Emax Emin ) imposes the constraint that capture is kinematically y enforcing that the minimum energy transfer, Emin , to gravitationally capture 6 radius r , which is distorted from the free-space Maxwell–Boltzmann distribution, f ( u ), by the Earth’s motion and gravitational potential. We follow the velocity notation introduced by Gould [13, 14, 16] where v ( r ) is the escape velocity at radius r and u is the dark matter velocity asymptotically far from the Earth. The total capture rate is obtained by integrating Eq. (11) over the region of parameter space where the final state dark matter particle has energy less than mXv2 ( r ) / 2 and is thus gravitationally captured. The escape velocity v ( r ) and number densities nN ( r ) are determined straightforwardly from the density data enumerated in the Preliminary Reference Earth Model [51]. Following Edsj¨ o and Lundberg [20], the target number densities are modeled by dividing the Earth into two layers, the core and the mantle, with constant densities and elemental compositions given in Table I. The capture rate is then Ccap = P N CN cap , where the rate on target N is CN cap = nX Z R 0 dr 4 ⇡r2 nN ( r ) Z 1 0 dw 4 ⇡w3 f ( w, r ) Z Emax Emin dER d N dER ⇥( E ) . (12) Here ⇥( E ) = ⇥( Emax Emin ) imposes the constraint that capture is kinematically possible by enforcing that the minimum energy transfer, Emin , to gravitationally capture the dark 6

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 70 Equations ius rN that maximizes the radial number density nN ( r ) r2 of target nucleus alues, the contact interaction limit fails for mA 0 . 3 MeV. Rather than mentum term altogether, a slightly more sophisticated approach would be tution p2 (1 cos ✓CM ) ! µ2 N w2 . In this work, however, we keep the full p propagator and evaluate the capture rate numerically so that our results ut parameter space. We have confirmed that our results reproduce those n the corners of parameter space where simplifying assumptions are valid. match Ref. [48] in the large- mA 0 , point-like cross section limit. apture rates, it is convenient to re-express the di↵erential cross section ecoil energy ER = µ2 N w2 (1 cos ✓CM ) /mN in the lab frame. In the non- he expression simplifies to [49] d N dER ⇡ 8 ⇡"2 ↵X↵Z2 N mN w2 (2 mN ER + m2 A 0 )2 | FN |2 . (9) the Helm form factor [50], | FN ( ER )|2 = exp [ ER/EN ] , (10) y Gould [13, 14, 16] where v ( r ) is the escape velocity at radius r and u is the dar elocity asymptotically far from the Earth. The total capture rate is obtained by integrating Eq. (11) over the region of p pace where the final state dark matter particle has energy less than mXv2 ( r ) / hus gravitationally captured. The escape velocity v ( r ) and number densities n etermined straightforwardly from the density data enumerated in the Preliminary R arth Model [51]. Following Edsj¨ o and Lundberg [20], the target number den modeled by dividing the Earth into two layers, the core and the mantle, with ensities and elemental compositions given in Table I. The capture rate is then P N CN cap , where the rate on target N is CN cap = nX Z R 0 dr 4 ⇡r2 nN ( r ) Z 1 0 dw 4 ⇡w3 f ( w, r ) Z Emax Emin dER d N dER ⇥( E ) . ere ⇥( E ) = ⇥( Emax Emin ) imposes the constraint that capture is kinematically y enforcing that the minimum energy transfer, Emin , to gravitationally capture 6 radius r , which is distorted from the free-space Maxwell–Boltzmann distribution, f ( u ), by the Earth’s motion and gravitational potential. We follow the velocity notation introduced by Gould [13, 14, 16] where v ( r ) is the escape velocity at radius r and u is the dark matter velocity asymptotically far from the Earth. The total capture rate is obtained by integrating Eq. (11) over the region of parameter space where the final state dark matter particle has energy less than mXv2 ( r ) / 2 and is thus gravitationally captured. The escape velocity v ( r ) and number densities nN ( r ) are determined straightforwardly from the density data enumerated in the Preliminary Reference Earth Model [51]. Following Edsj¨ o and Lundberg [20], the target number densities are modeled by dividing the Earth into two layers, the core and the mantle, with constant densities and elemental compositions given in Table I. The capture rate is then Ccap = P N CN cap , where the rate on target N is CN cap = nX Z R 0 dr 4 ⇡r2 nN ( r ) Z 1 0 dw 4 ⇡w3 f ( w, r ) Z Emax Emin dER d N dER ⇥( E ) . (12) Here ⇥( E ) = ⇥( Emax Emin ) imposes the constraint that capture is kinematically possible by enforcing that the minimum energy transfer, Emin , to gravitationally capture the dark 6 This is hard to read! The real problem is that the audience has to read it at all.
 I can read a paper because I can take my time to stop and digest it. If you’re giving a talk, then I have to digest it in real time. You need to guide me through the ideas with your spoken words and with a visual representation that coordinates with what you say.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 71 “Dark Earthshine” (seminar talks, 2016 — 2017) d i dE R = 8⇡m2 i E2 X ↵ x "2Z2↵ m i p2 X (2m i E R + m2 A 0 )2 i cap = n Z d3r ni(r) Z d3u f(u) u2 + v2 u EARTH VELOCITY RECOIL ENERGY i cap = n Z d3r ni(r) Z d3u f(u) u2 + v2 u Z dER d i dER Z d3r ni(r) Z d3u f(u) u2 + v2 u Z dER d i dER F(ER)⇥ ⇥ ⇥ ESCAPE VELOCITY ASYMP. VELOCITY KINEMATICS Equations

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 72 Including equations in your talk Use as only as many equations as necessary Guide your audience through your equations
 Try phrases like:
 when x goes up, y goes down Chalk talks are suited for technical lectures since the act of writing forces you to slow to a pace that students can follow. Try to maintain the “chalk talk” pace even if your equations are on slides.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 73 Another example dark U(1) Kinetic Mixing Ldark = 1 4 F0 µ⌫ F0µ⌫ + i¯(/ @ + ig / A0 ) m ¯ h viann = 2.1 ⇥ 10 26 cm3/s ↵ 100 GeV . m . 10 TeV L mix = ✏ 2 Fµ⌫F0µ⌫ ~GeV ✏ ⇠ 10 9 10 7 WEAK-SCALE DM MASSES s.t. THERMAL RELIC +m2 A0 A02 m ¯ from FT, “Dark Earthshine” (2016)

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 74 MISCELLANEOUS

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 75 Branding You should have a main text color (black), and colors for primary & secondary highlighting. You may want colors that match your institution. UCR Particle Theory Logo, 2016

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 76 Why didn’t you use Beamer? Beamer is a powerful package for the LaTeX mathematical typesetting system that produces slides. It makes it very easy to copy and paste pieces of your manuscript and turn them into a presentation. There aer many useful packages (e.g. TikZ) that let you make effective and beautiful slides. I no longer use Beamer because it can take a while to compile longer presentations with many TikZ commands. A standard presentation program like Keynote makes it easier to paste and manipulate vector graphics.

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 77 Other presentation formats Prezi is a platform for “conversational presenting.” Instead of slides, there is a large idea map that you dynamically navigate in real time. Flash (or similar platforms) is a way to create interactive animations that one can use in place of a traditional slide presentation prezi.com, Adobe Flash logo But: these platforms have a learning curve, they are also proprietary formats that are harder to share effectively

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 78 BEYOND YOUR SLIDES

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 79 Corporeal Communication E.g. chalk talks: what is on the board is a tool to supplement what is said. You point and highlight to visually connect and expound upon ideas. physicstoday.scitation.org/doi/abs/10.1063/1.3120895

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 80 Didactic Communication Take time to ask questions. This keeps the audience engaged and emphasizes that your science is a journey of inquiry and discovery. Make sure that you are telling a story. What is your quest? What are the challenges? How did you succeed? What’s the teaser for the sequel? Let your audience be excited to see the story unfold!

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 81 Pacing Sometimes slides are a crutch to squeeze in more information. Don’t do this! People have finite attention span and bandwidth. Do not go over time, though there’s some allowance if you got lots of questions. Going over time is a sign of not being prepared and can be interpreted as disrespect as you hold your audience hostage.

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 82 MISCELLANEOUS

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 83 “Short” talks Suppose you have a 1 hour seminar talk prepared, but you are given a 20+5 minute slot at a conference. Prepare the new talk from scratch.
 Copy aspects of your old slides as needed, but do not “pare down” a long talk into a much shorter talk. You’ll end up doing gymnastics to truncate a “long” narrative, when what you want is a fresh new “bite sized” narrative with different goals. And if you “just talk faster” you’ll just stress out your audience.

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 84 Gong Show / Elevator Pitch Some meetings now feature ultra-short talks where you have minutes to share something If you are allowed a slide, stick one picture or one equation that you explain carefully. Anything more and you’re packing too much into a constrained time. Slides for PechaKucha presentations (20 slides, 20 seconds each) should be even more succinct

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 85 Humor & Jokes Humor can be an effective way of connecting to your audience. Some of my favorite talks are delivered with delightful deadpan. I’m less enthusiastic about “cheap jokes,” such as puns or visual gags that do not directly add to the scientific message. The reason is that this something that students often do when they’re nervous: if they can elicit a laugh from the audience, then the audience will be on their side. What they may not realize, is that cheap laughs may also make it seem like you’re peddling cheap science.

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flip . tanedo 24 ucr . edu @ PRESENTING SCIENCE 86 Photos of your child I strongly oppose this. This is a “cheap smile” to get the audience to like you because you are human. Slides are often shared publicly. Unless your child has consented to have his or her image available to the internet forever, I would urge you to be conservative. Stacy McGaugh talk at Beyond WIMPs 2017 (Stony Brook, NY)

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 87 Heilmeyer’s Catechism Your talk needs to clearly communicate: 1. What is the problem you’re solving? 2. What is the old way of solving it? 3. Why is your way better? 4. What is the metric for success?

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 88 RESOURCES

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 89 Figures “Ten Simple Rules for Better Figures”
 Nicolas Rougier, Michael Droettboom, Philip Bourne
 https://doi.org/10.1371/journal.pcbi.1003833 “A Brief Guide to Designing Effective Figures for the Scientific Paper,” Marco Rolandi, Karen Cheng, Sarah Pérez-Kriz
 10.1002/adma.201102518 


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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 90 Other references “Presentation Design 101: How to build presentations that really engage,” canva.com
 http://designschool.canva.com/blog/presentation- design-101/ 
 “Create beautiful slide decks,” Ole Michaelis
 http://blog.dnsimple.com/2017/03/create-beautiful- slide-decks/

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 91 General Talk Advice “Ten simple rules for short and swift presentations,” Christopher Lortie
 http://dx.doi.org/10.1371/journal.pcbi.1005373 “Ten Simple Rules for Making Good Oral Presentations,” Philip Bourne
 http://dx.doi.org/10.1371/journal.pcbi.0030077
 
 “What's Wrong with Those Talks?” David Mermin
 http://physicstoday.scitation.org/doi/ 10.1063/1.2809861

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 92 General Talk Advice “How to Make Sure Your Talk Doesn’t Suck,” David Tong
 http://www.damtp.cam.ac.uk/user/tong/talks/talk.pdf “Advice to Beginning Physics Speakers,” 
 James Garland
 http://physicstoday.scitation.org/doi/abs/ 10.1063/1.881265 “How to give a dynamic scientific presentation,” 
 Marilynn Larkin
 elsevier.com/connect/how-to-give-a-dynamic-scientific- presentation

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 93 General Talk Advice “Suggestions For Giving Talks,” Robert Geroch 
 gr-qc/9703019 “The Physics of Physics Colloquia,” 
 James Kakalios
 http://www.aps.org/publications/apsnews/201502/ backpage.cfm “Mastering Your Ph.D.: Giving a Great Presentation,” 
 Patricia Gosling, Bart Noordam
 http://www.sciencemag.org/careers/2006/10/ mastering-your-phd-giving-great-presentation

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 94 General Talk Advice “Effective Science Talks,” Celia M. Elliott 
 http://physics.illinois.edu/people/celia/ScienceTalks.pdf “Guides to giving good scientific talks,” (collection) 
 Steven Cranmer
 https://www.cfa.harvard.edu/~scranmer/ cranmer_htgat.html “How to Write and Give a Good Scientific Talk,” 
 Janet Conrad
 http://neutrino.physics.wisc.edu/teaching/PHYS736/ sciencecommunication/Conrad_slides.pdf

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flip . tanedo 81 ucr . edu @ PRESENTING SCIENCE 95 General Talk Advice “Advice on Giving a Scientific Talk,” D. W. Kurtz 
 Astrophysics of Variable Stars
 ASP Conference Series, Vol 349 (2006) 435
 http://fys.kuleuven.be/ster/meetings/francqui/ kurtz-2006-aspc-349-435k.pdf