In reply to climbwhenready:
IMO this can only work when the audience are familiar with looking at graphs and can intuitively make sense of the time evolution and the dynamics of the underlying equations, e.g. a bunch of scientists at a conference.
I would not even dare to present data in that way to my students.
My recommendation would be pairs of illustrations showing on top selected examples of a and b (maybe as columns, a high, b low, etc.), and then below plotting d(c) for each of these examples.
CB