The use of contour flood plots and color digital movies is investigated for teaching fluid mechanics, heat transfer, and mass transfer at the first-year graduate student level. The color visualizations are intended to not only stimulate curiosity but also encourage enthusiasm and determination in learning difficult material. Although there is a significant amount of finite-difference material, the focus is on analytical solutions. In particular, the mathematical problems involve error functions and Fourier series, which generally prove uninteresting and unpopular. Students are encouraged to produce the visualizations themselves, in addition to being provided with digital results in various forms. Excel can be used to generate both the analytical and finite difference calculations, but Python or another computer language can be employed. While software, such as Matplotlib with Python, Gnuplot, or Tecplot, can create excellent contour flood plots, results from Excel are also good, and Powerpoint will produce movies from individual frames. Student response is positive, although quantifying their reaction is difficult based on the small class sizes. Not surprisingly, the use of color appeals to students and adds to their interest. In addition, students claim increased understanding with contour plots and movies, but the visualizations should be used in conjunction with more traditional graphs, perhaps augmented with consistent use of color. However, the impact on motivation due to color presentation is harder to establish. Interestingly, both graduate and senior undergraduate students showed about equal preference for the rainbow and viridis color palettes.

中文翻译：

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研究生交通现象的数字可视化

研究了等高线洪水图和彩色数字电影在研究生一年级流体力学、传热和传质教学中的使用。颜色可视化不仅旨在激发好奇心，还鼓励学习困难材料的热情和决心。尽管有大量的有限差分材料，但重点是解析解。特别是，数学问题涉及误差函数和傅立叶级数，这些问题通常被证明是无趣且不受欢迎的。除了以各种形式提供数字结果外，还鼓励学生自己制作可视化结果。Excel 可用于生成分析计算和有限差分计算，但也可以使用 Python 或其他计算机语言。虽然 Matplotlib 与 Python、Gnuplot 或 Tecplot 等软件可以创建出色的等高线洪水图，但 Excel 的结果也不错，并且 Powerpoint 可以从各个帧生成电影。学生的反应是积极的，尽管由于班级规模较小，很难量化他们的反应。毫不奇怪，颜色的使用吸引了学生并增加了他们的兴趣。此外，学生们声称对等高线图和电影的理解有所增加，但可视化应该与更传统的图表结合使用，也许可以通过一致使用颜色来增强。然而，颜色呈现对动机的影响更难确定。有趣的是，研究生和高年级本科生对彩虹色和翠绿色的调色板表现出同样的偏好。