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Friday, May 22, 2015

EJSS Light Intensity After Blocking of Lens Model

EJSS Light Intensity After Blocking of Lens Model


Question:

 If the bottom half of the lens is covered, what would be expected of the image? Why?

EJSS Light Intensity After Blocking of Lens Model
http://weelookang.blogspot.sg/2015/05/ejss-light-intensity-after-blocking-of.html
EJSS Light Intensity After Blocking of Lens Model
run: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_thinlensintensitywee/thinlensintensitywee_Simulation.xhtml
scr:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_thinlensintensitywee.zip
download:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_thinlensintensitywee.zip
author: fu-kwun Hwang and lookang


EJS Light Intensity After Blocking of Lens Model
http://weelookang.blogspot.sg/2015/05/ejss-light-intensity-after-blocking-of.html
EJS model
http://iwant2study.org/lookangejss/04waves_13light/ejs/ejs_model_thinlensintensitywee.jar
author: fu-kwun Hwang and lookang



Changes:


  1. recreated on EJSS

Answer:

expect the intensity to be lower, but the image is still complete, just dimmer

Misconception:


Some students may be tricked that the image will be cut off into half.

With this model, it is easy to see why the image is complete, only dimmer! Enjoy!


EJSS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model

EJSS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model


EJSS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model
http://weelookang.blogspot.sg/2015/05/ejss-thin-converging-diverging-lens-ray.html
EJSS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model
authors: Fu-Kwun Hwang; lookang
run:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_ThinLenModel05/ThinLenModel05_Simulation.xhtml
offline: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_ThinLenModel05.zip
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_ThinLenModel05.zip

EJS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model
http://weelookang.blogspot.sg/2009/07/ejs-open-source-converging-diverging.html
EJS Thin Converging Diverging Lens Ray Diagram Lens Inquiry Learning Model
authors: Fu-Kwun Hwang; lookang
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1155.0
download: http://iwant2study.org/lookangejss/04waves_13light/ejs/ejs_model_ThinLenModel02.jar

Changes:

  1. redesign the way the rays are drawn according to JavaScript capabilities
  2. added play step reset to animate dp/dt = vp = 1 or -1 to show the effects of changing p, distance of object to lens
  3. all rays are how showing the light travels in straight line when no lens is between
  4. added new pictures from Wikipedia licensed CC-BY or Public, attribution added on pictures
  5. redesign the layout



Exercises: designed by lookang Grin


   1. Explore the simulation. Notice that you can move the sliders to vary the distance of the object to the centre of the thin len. What do each of the buttons and sliders do?
   2. Take about 10 minutes to inquiry through the simulation model and describe the action of a thin converging lens on a beam of light. ( this simulation currently does not have beam of light)
   3. Discuss with your lab partner what is the meaning of the focal length f.
   * hint: in terms of the way the light rays from the object is bend and pass through where?
   4. check the principal rays radio button. Discuss and formulate ideas how the ray diagram allows the drawing of ray diagrams to illustrate the formation of real and virtual images of an object by a
   thin converging lens.
   * What does the green ray light always do?
   * What does the red ray light always do?
   * What does the teal ray light always do?
   o hint: in terms of the way ray light traveling parallel to and passing through where etc?
   5. What does the term linear magnification mean in this simulation.
   * Discuss how it is calculated from?
   * How many ways are there to determine the magnification of the think converging len.
   6. Check the no ray radio button. move the sliders a suitable position of your choice. Now, sketch as accurately as possible on a piece of paper, the principal ray diagram ( minimum 2 rays) to get the image position and height. Practice a few times with different and varied examples to allow you to draw scale diagrams to deduce the focal length needed for particular values of magnification (converging lens only)
   7. explore the simulation to make observations of the use of a single converging lens as a
   * magnifying glass a
   * projector
   8. Draw rays of examples for each case to show clearly how each forms an image


http://www.youtube.com/watch?v=lt-UxbopEUY


There is a video that narrates some of the ideas in the simulation as well


Designed by Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/ remixed by welookang@gmail.com for K12 physics "Thin Converging Lens Ray Diagram"

reference: http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=704 hosted: http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1155.0

Ejs open source converging & diverging thin convex Lens object image high school java applet. now able to allow for inquiry learning of
physics Images formed by a converging lens object distance equal f
physics Images formed by a converging lens object distance greater than 2 focus length
physics Images formed by a converging lens object distance lesser than f
physics Images formed by a converging lens object distance equal to 2 focus length
physics Images formed by a converging lens object distance between f and 2f

This thin lens ray diagram java applet has:

Main view:
Lens that is controllable by the focal length f, +f imply converging lens -f imply diverging lens.
Focal points drag-able, 2F, F, F & 2F
u is position of Object from lens center c
v is position of Image from lens center c.
The object is drag-able to the right side of the lens

Top View:
dynamically display a possible use of the lens under different conditions with pictures shared under creative commons licenses and other similar pro usage licenses under attribution.

Bottom View:
4 radio buttons: allows for different visualization purposes of light path in the context of lens
no ray
principal ray
marginal ray
all ray

4 check boxes:
"Real/Virtual?"
"Inverted/Upright?"
"Magnify/Diminish?"
"Same/Opposite side"

Autoscale: to allow visualization view of images formed outside designed screen view.

3 slider control:
u, object distance from c
h, height of object
f, focal length of lens

3 values display:
v, image distance from c
ih, image height
M, Magnification











PHYSICS
GCE Advanced Level
(Syllabus 9246)
http://www.seab.gov.sg/SEAB/aLevel/syllabus/2009_GCE_A_Level_Syllabuses/9246_2009.pdf

distinguish between converging and diverging lenses and show an understanding of the
significance of focal length.

5056 PHYSICS O LEVEL (2009)
http://www.seab.gov.sg/SEAB/oLevel/syllabus/2009_GCE_O_Level_Syllabuses/5056_2009.pdf
(i) describe the action of a thin converging lens on a beam of light
(j) define the term focal length
(k) *draw ray diagrams to illustrate the formation of real and virtual images of an object by a
thin converging lens
(l) define the term linear magnification
(m) *draw scale diagrams to deduce the focal length needed for particular values of
magnification (converging lens only)
(n) describe the use of a single lens as a magnifying glass and in a projector and draw ray
diagrams to show how each forms an image

List of other simulations

found some popular lens java applet

1. http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48
Likes: the white screen to illustrate possible focus image and blur images?
Likes: most popular java applet hosted all around the world

2. http://phet.colorado.edu/simulations/sims.php?sim=Geometric_Optics
Likes: the white screen to illustrate possible focus image and blur images?
Likes: the option for no rays, principal rays, marginal, all rays to allow for sense making?
Likes: the move me! bouncing hints
Likes: movable principal axis lens to reposition lens

3. http://surendranath.tripod.com/Applets/Optics/ReflRefrCurv/CurvSurfApplet.html

4. http://webphysics.davidson.edu/physlet_resources/dav_optics/examples/eye_demo.html
Likes: fantastic for explaining eye lens

http://www.physics.uoguelph.ca/applets/Intro_physics/kisalev/java/clens/index.html

http://webphysics.davidson.edu/course_Material/Py230L/optics/lenses.htm
Like: the beam function
Like: Mirror
Like: Aperture

Thursday, May 21, 2015

Tracker tennis ball re-bounce force and air drag

Tracker tennis ball re-bounce force and air drag

tennis ball projectile motion
tennis ball projectile motion
g = 9.81
fx = 0 , fy = g
authors: li_anqi , model lookang

tennis ball projectile motion
tennis ball projectile motion
fx = 0 , fy = g
authors: li_anqi , model lookang

tennis ball re-bounce force and no air drag
tennis ball re-bounce force and no air drag
g = 9.71
fx = if(t<t1,0,if(t<t2,vw,0)) , fy = if(t<t1,-m*g,if(t<t2,vu-m*g,-m*g))
authors: li_anqi , model lookang

tennis ball re-bounce force and no air drag
tennis ball re-bounce force and no air drag
g = 9.71
fx = if(t<t1,0,if(t<t2,vw,0)) , fy = if(t<t1,-m*g,if(t<t2,vu-m*g,-m*g))
authors: li_anqi , model lookang

vu is force imparted on the ball by the wall in the x direction
vw is force imparted on the ball by the wall in the y direction, also known as friction

Tracker lookang tennis ball re-bounce force and air drag
lookang tennis ball re-bounce force and air drag
k = 1.5 , g = 9.71
fx = if(t<t1,0,if(t<t2,Rx,-k*vx))  , fy = if(t<t1,-m*g,if(t<t2,Ry-m*g,-m*g-k*vy))
authors: li_anqi , model lookang

Tracker lookang tennis ball re-bounce force and air drag
lookang tennis ball re-bounce force and air drag
k = 1.5 , g = 9.71
fx = if(t<t1,0,if(t<t2,Rx,-k*vx))  , fy = if(t<t1,-m*g,if(t<t2,Ry-m*g,-m*g-k*vy))
authors: li_anqi , model lookang
Rx is contact force with the basketball panel in the x direction
Ry is contact force with the basketball panel in the y direction, also known as friction

Wednesday, May 20, 2015

Case study using Tracker for understanding toss up--free fall motion

Ref: PED/512427/PAP
PED-100338.R1

Dear Mr Wee

TITLE: Case study using Tracker for understanding toss up--free fall
motion
AUTHORS: Mr Loo Wee et al

I attach your proof to this e-mail as an Adobe Acrobat PDF file. Queries,
if applicable, are indicated in the document by marginal notes and are also
summarized at the end of the PDF file. The minimum software requirement to
view and print this PDF file is Adobe Reader.

This is your last opportunity to make corrections to your article; please
read the proof carefully and be sure to answer any queries. Please let me
know of any corrections by 21 May 2015 (preferably by e-mail or fax) in one
of the following ways:

1. a list of corrections with the exact locations within the text; or

2. a hard copy print-out of the PDF file with the corrections marked.

Please do not use any of the text editing or annotation tools available in
Adobe Acrobat to amend the contents of the file, because it can make
changes hard to find and corrections could be missed. Equally, please do
not send us a new electronic file including the proof corrections as this
also makes changes hard to find.

If you do not receive an acknowledgment from us by the following day (or
longer if sent by post), then please let us know, because we may not have
received your corrections.

If you do not already have Acrobat Reader, it is available FREE at Adobe's
website: http://www.adobe.com/products/acrobat/readstep2.html

If you are unable to read the PDF file then please let me know and I will
send the proofs by fax or conventional post.

If you have not done so already, please be sure to return your offprint
order form if you wish to order offprints. This order form was sent to you
with your acceptance letter. It is especially important to return this form
if you have changed your address.

Please contact me if I can be of any assistance. I look forward to
receiving your corrections soon.

Yours sincerely

Iain Trotter
Publishing Editor
Physics Education

Publishing Team
Kerry Hopkins - Executive Publisher
Iain Trotter - Publishing Editor
Ruth Leopold - Production Editor
Queries
Page 1
AQ1
Please confirm the changes made in the article title.
ok accept

AQ2
Please provide the city name for affiliations [1–3].
no need, Singapore is the size of a city.
1 Ministry of Education, Educational Technology Division, Singapore
2 Ministry of Education, Evergreen Secondary School, Singapore
3 Ministry of Education, Raffles Girls School, Singapore

AQ3
Physics Education encourages the inclusion of a small photograph of the author(s) together with brief biographical details at the end of the article, and we would be grateful if you were able to supply these.

yes, it is already there i believe


AQ4
Your paper has been edited for language and changes have been made throughout. Please read the proof carefully to ensure that your intended meaning has not been changed.

page 2 2. Installation of tracker line 2
Tracker is a video analysis and modelling tool built on the open source
insert as Open Source Physics (OSP) Java framework.

page 2 2. Installation of tracker line 3 5.3 Mb Tracker_486.jar file
insert as  5.6 Mb Tracker_487.jar file

page 2 2. Installation of tracker line 7 4.86
insert as 4.87

page 2 last line Singaporean
insert as Singapore

page 3 3.2.3.2. line 3 difficultly
insert as difficulty

page 3 3.5.1 +10%.
missing full stop 

page 4 line 4 30%.
missing full stop.


page 4 (Wolf 16):
insert as (Wolf, 1986).

page 4 last line
azed
insert as analyzed


page 5 line 9 15  min and 10 min
insert as 'minutes'
spelling in full


page 5 line 19 (GREEN)
lower case (green)

page 5 column 2, just above 4 4. Students’ reflections on the Tracker lesson as is elaborated upon below
insert as 'not elaborated in this paper.'

page 6 4.2 line 7 to address this difficult
insert as 'difficulty'

page 6 4.2 last line 'found'
insert as 'created'


all pages search 
global change all words 'pre test' and 'pretest' to be replace as, I was not consistently adding the -
pre-test



AQ5
Please confirm that ‘express pure physics’ is a class type in the Singaporean school system.

yes

AQ6
Please check any redrawn figures carefully, making sure that all graphics and text that should be present in the figures are
accurately represented.
Page 3

ok


AQ7
Please confirm whether the word "equations" can be replaced with "questions".
Page 4

agreed "questions".

AQ8
Please confirm the addition of the plus sign to ‘+4%’.

yes

AQ9
Please confirm the addition of ‘persuasive’ to this edited sentence.
should be 'pervasive' to mean it still widespread

the sentence should be replaced
suggesting that the misconception that an object at the top of its motion continues to have zero acceleration
remains persuasive and that this is a difficult concept to understand correctly
to
suggesting that the misconception that an object at the top of its motion suddenly has zero acceleration
remains persuasive and that this is a difficult concept to understand correctly


AQ10
Please check the edits made to the sentence “...are near the medium gain classification…”..
Page 5

ok

AQ11
Reference Brown (2012a) is cited in text but not provided in the list. Please provide complete publication details to insert in the list, else delete the citation from the text.
Page 6

ok, remove

AQ12
Please check the details for any journal references that do not have a link as they may contain some incorrect information.
Page 7

Cohen, Jacob. (1977). Statistical power analysis for the behavioral sciences (rev. New York: Academic Press, ISBN 0121790606
Juuti, Kalle, & Lavonen, Jari. (2012). Design-based research in science education: One step towards methodology. Nordic Studies in Science Education, 2(2), 54-68.  http://www.naturfagsenteret.no/binfil/download.php?did=6553 or http://www.mv.helsinki.fi/home/kjuuti/Juuti_lavonen_nordina_dbr.pdf
Roth, WF. (1999). Authentic school science: intellectual traditions. In R. McCormick & C. Paechter (Eds.), Learning and knowledge (pp. 6–20). Thousand Oaks, CA: SAGE Publication.  https://books.google.com.sg/books?id=9jwON-NuDtsC&pg=PA6&lpg=PA6&dq=Authentic+school+science:+intellectual+traditions&source=bl&ots=NF9gD-h8gQ&sig=OYt99N_5UQvmtET614CQaKIQSR4&hl=en&sa=X&ei=xUZcVeOuKNGHuATJm4OoBg&ved=0CCcQ6AEwAQ#v=onepage&q=Authentic%20school%20science%3A%20intellectual%20traditions&f=false
Wolf, Fredric M. (1986). Meta-analysis: Quantitative methods for research synthesis (Vol. 59): Sage. ISBN 0803927568

AQ13
Please update the publication details if appropriate in Juuti and Lavonen (2006)
Juuti, Kalle, & Lavonen, Jari. (2012). Design-based research in science education: One step towards methodology. Nordic Studies in Science Education, 2(2), 54-68.  http://www.naturfagsenteret.no/binfil/download.php?did=6553 or http://www.mv.helsinki.fi/home/kjuuti/Juuti_lavonen_nordina_dbr.pdf

Tracker basketball bounce and fall model


Tracker basketball bounce and fall model

basketball throw with air resistance model
basketball throw with air resistance model
k = 0.71, g = 9.81
fx = -k*vx, fy = g-k*vy
authors: chen_ximin , model lookang



lookang projectile with air resistance_model A
lookang projectile with air resistance_model A
k = 0.71, g = 9.81
fx = -k*vx, fy = g-k*vy
authors: chen_ximin , model lookang

Tracker basketball fall and re-bounce model
basketball throw and re-bounce model
k = 0.71, g = 9.81, Rx =-603.1 , Ry =259.16
fx =if(t<0.834,-k*vx,if(t<0.839,Rx,-k*vx)) , fy =if(t<0.835,g-k*vy,if(t<0.839,Ry,g-k*vy))
authors: chen_ximin , model lookang


basketball throw and re-bounce model
basketball throw and re-bounce model
k = 0.71, g = 9.81, Rx =-603.1 , Ry =259.16
fx =if(t<0.834,-k*vx,if(t<0.839,Rx,-k*vx)) , fy =if(t<0.835,g-k*vy,if(t<0.839,Ry,g-k*vy))
authors: chen_ximin , model lookang



Rx is contact force with the basketball panel in the x direction
Ry is contact force with the basketball panel in the y direction, also known as friction

EJSS drift velocity model

EJSS drift velocity model

Based on an animation of the Supercomet 2 project

http://weelookang.blogspot.sg/2015/05/ejss-drift-velocity-model.html EJSS drift velocity model author: Francisco Esquembre , Universidad de Murcia; Maria Jose Cano; lookang http://weelookang.blogspot.sg/ run: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_driftvelocity/driftvelocity_Simulation.xhtml offline:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_driftvelocity.zip source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_driftvelocity.zip
http://weelookang.blogspot.sg/2015/05/ejss-drift-velocity-model.html
EJSS drift velocity model
author: Francisco Esquembre , Universidad de Murcia; Maria Jose Cano; lookang http://weelookang.blogspot.sg/
run: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_driftvelocity/driftvelocity_Simulation.xhtml
offline:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_driftvelocity.zip
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_driftvelocity.zip

What is drift velocity in conductors?


This model has 30 atoms mass=1000 u, charge = +1 unit, and 50 electrons, each 1 u, charge = -1 unit, demonstrates the drift velocity, the flow velocity of in this case negative charge carriers such as electrons, attains due to an electric field. It can also be referred to as axial drift velocity. In general, an electron will 'rattle around' randomly in a conductor at the Fermi velocity. An applied electric field will give this random motion a small net flow velocity in one direction.
When a battery is connected to a wire, the battery will maintain a potential difference +(left) and -(right) for example between the two ends of the wire. In that situation there will be a field in the wire setup pointing to the right, and charges will flow to the left(and keep flowing) in response to this field.
the mobile charges carriers (often electrons) move about randomly, scattering off atoms and molecules. When there is no electric field in the conductor there is no net charge flow.
Applying a potential difference, which sets up a field, is much like creating a pressure difference in a gas. In both cases there will be a net flow or charges or gas particles respectively.
For the charge carriers in a metal simulation-model, the applied field when E = positive, it superimposes a net drift velocity (or average speed) vd to the left onto the random motion previously there.
similarly, when the applied field when E = negative, it superimposes a net drift velocity (or average speed) vd to the right onto the random motion previously there.

How to Use?


1. select from the sliders or enter values via the input fields and click on the “play” button.
3. at electric field E = 0, the 50 electrons (negative charge particles) 'rattle around' randomly in a conductor of 30 atoms as arranged
4. notice sometimes when the electrons travel to near each other, they tend to repel as they have the like charges.
5. notice the atoms vibrate in their fixed lattice positions, and with increasing temperature, the vibrations have higher kinetic energies and higher amplitudes.
6. Select checkbox "showTrace" will show the path traveled by a single electron to ease your visualization of the path and allow your deduction on the average velocities of the electrons, thus the drift velocity along the direction of the conductor current and opposite to the electric field.
7. Hence or otherwise, describe net drift velocity in metal conductor and explain the factors which affects net drift velocities.

Other interesting fun activities


1. increase the temperature, this model can be used to visualise the effects of increased temperature on the vibrations of atoms fixed in their relative positions like a solid. This can help students figure out that increase in temperature can have an effect on the drift velocity of charge carriers and the resultant opposite direction current flow.
2. Notice potential energy, kinetic energy and total energy are added to allow linking of knowledge to kinetic theory of gases.
3. reversing the electric field while the simulation is playing, the drift velocity allows student link this idea to the non-instantaneous lighting up of light bulbs when electric circuits are connected, plan and conduct your own experiment to collect evidences to support or rebute this claim.
4. explore your own scenario here to test your initial understanding thereby showing an appreciation of the atomic structure and mobile charge carriers electrons .
5. How can a lot of loose electrons cause a metal to be a good conductor? This is because each electron is an electric charge that is free to move. Moving electric charges can make up a opposite direction current. But this is only true if they move the same net direction at a drift velocity.
5. leave me a Google+ answer/comment/question/requests etc here http://weelookang.blogspot.sg/2015/05/ejss-drift-velocity-model.html


am converting this https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/Mosem2Simulations/Mosem2Simulations/ejs_MO_115S_126S_MicroscopicConductionModel.jar


to this
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_driftvelocity.zip

Changes made include:

  1. recreate on EJSS
  2. bug fixed model electrons forces should be negative to electric field strength direction
  3. bug fixed added dvy/dt = forceY[i]/mass[i]-friction*vy[i]*Math.abs(vy[i]) to reflect friction in y direction previously missing
  4. add v visualization
  5. added here http://iwant2study.org/lookangejss/05electricitynmagnetism_17current/ejss_model_driftvelocity/driftvelocity_Simulation.xhtml

Monday, May 18, 2015

how to recreate EJSS models from EJS

how to recreate EJSS models from EJS.

this tutorial is made to help anyone figure out how to recreate EJSS models from EJS.
files required https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_ThinLenModel02.zip

  1. Download the suitable candidate for re-creation the easy way as i have figure out recently. 
  2. as part of reviewing lesson for the ICT information and communication technology Master-plan in Education http://ictconnection.moe.edu.sg/lesson-examples&func=view&rid=2931, this lesson uses an paid iPad app.
  3. select a folder place to save the EJS ejs or xml file and agree to all request if any. 
  4. here, there are 2 things needed, the old EJS and a re-create EJSS file of the same thing waiting for more edits.
    1. select Yes, to view the old EJS file, keep it open for reference 
    2. select No, to generate the EJSS file from the EJS for more edits 
  5. there should be 2 EJS copies opened, Left EJS old (view is VIEW), and Right EJSS new (view is HTML)
  6. First step is to save it as ejss. 
  7. Discard the old EJS view by selecting No 
  8. the EJS output will show something like this Skipping Java view from this JS file...File saved successfully users/sgeducation/lookang/ThinLenModel02.ejss
  9. Debugging and making it able to be compile in the EJSS version.
  10. When trying to  Run Simulation, error message says no HTML view, just go ahead to give it one 
  11. Click to create a HTML page 
  12. now, EJS output show a lot of errors, fix them one by one in no particular order, the principle is reduce the complexity of the old EJS and make it runnable first before adding views to it
  13. scroll to initialization, remove codes that seems to give errors 
  14. replace (int) to parseInt, as advised by http://www.w3schools.com/jsref/jsref_parseint.asp 
  15. replace int to var, Javascript local variable declaration 
  16. remove unnecessary codes in custom like chinese detection, decimal place display, play/pause label change etc in the custom usually. 
  17. replace new java.awt.Color to function Custom rgb function rgb(r, g, b){
    return "rgb("+r+","+g+","+b+")";
    } as advised by http://www.compadre.org/osp/bulletinboard/TDetails.cfm?ViewType=2&TID=3380&CID=84198&#PID84199 


  18. change the type of color from Object to String 
  19. add values to variable declared
  20. now test it by running the simulation, the browser should show a runnable view of the EJSS now.
  21. now that the ejss runs, it is time to transfer as much drawables in HTML equivalent over. first the Drawing Panel 
  22. test to see what is the effect of the changes in ejss 
  23. adding object one per one, for example lens group
  24. Open up another ejss file to transfer the layout design 
  25. run it to see what you have done 






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