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Scientific data visualizing used to be a very tedious process. Prior to the 1970s, data points were plotted by hand using devices such as slide rules, French curls, and graph paper. During the 1970s, IBM mainframes became increasingly available at universities and facilitated data analysis on the computer. For analysis, IBM mainframes required that a researcher write Fortran‐IV code, which was then printed to cards using a keypunch machine (Figure 1.1). The punch cards then were manually fed into a shared university computer to perform calculations. Each card is roughly one line of code. To make plots, the researcher could create a Fortran program to make an ASCII plot, which creates a plot by combining lines, text, and symbols. The plot could then be printed to a line‐printer or a teleprinter. Some institutions had computerized graphic devices, such as Calcomp plotters. Rather than create ASCII plots, the researcher could use a Calcomp plotting command library to control how data were visualized and store the code on computer tape. The scientist would then take the tape to a plotter, which was not necessarily (or usually) in the same area as the computer or keypunch machine. Any errors – such as bugs in the code, damaged punch cards, or damaged tape – meant the whole process would have to be repeated from scratch.

Figure 1.1 (a) An example of a Fortran punch card. Each vertical column represents a character and one card roughly one line of Fortran code. (b) 1979 photo of an IMSAI 8080 computer that could store up to 32 kB of the data, which could then be transferred to a keypunch machine to create punch cards. (c) an image created from the Hubble Space Telescope using a Calcomp printer, which was made from running punch cards and plotting commands through a card reader.

In the mid‐1980s, universities provided remote terminals that would eventually replace the keypunch and card reader machine system. This substantially improved data visualization processes, as scientists no longer had to share limited resources such as keypunch machines, card readers, or terminals. By the late 1980s, personal computers became more affordable for scientists. A typical PC, such as the IBM XT 286, had 640 Kb of random access memory, a 32 MB hard drive, and 5.25 inch floppy disks with 1.2 MB of disk storage (IBM, 1989). At this time, pen plotters became increasingly common for scientific visualization, followed later by the prevalence of ink‐jet printers in the 1990s. These technologies allowed researchers to process and visualize data conveniently from their offices. With the proliferation of user‐friendly person computers, printers eventually made their way into all homes and offices.

Now with advances in computing and internet access, researchers no longer need to print their visualizations at all, but often keep data in digital form only. Plots can be created in various data formats that easily embed into digital presentations and documents. Scientists often do not ever print visualizations because computers and cloud storage can store many gigabytes of data. Information is created and consumed entirely in digital form. Programming languages, such as Python, can tap into high‐level plotting programs and can minimize the axis calculation and labeling requirements within a plot. Thus, the expanded access to computing tools and simplified processes have advanced scientific data visualization opportunities.