Testing the TK Tar Baby

[Rosemary Ainslie]

I am not sure what two questions you refer to, I believe asked three.

Math has never been my thing.  Perhaps I did ask you three.  Let's list then again and then do a numbers count.

1  What explanation for the negative wattage computed
2  What explanation for the positive half of each waveform

That's about it.  I think that's what our papers deal with.  And I've doubled checked.  Definitely just two pertinent questions.  But if that count is out - then let me know.  I'll revise it.

Back in the other thread I spent a great deal of time trying to teach you how to read values from the display on a 'scope.  I believe, regarding the horizontal measurement, that you stated even an 8 year old could understand it.  I have indeed taught 8 year olds how to use a 'scope.  I have taught preschooler's how to solder.  All of them were more receptive to learning than you.

Golly?  preschoolers -  let loose with a solder iron?  That's a bit reckless.  I know that in South Africa children are strongly discouraged from such 'high risk exposure' so young.  And our preschoolers are under 6.  But there you go.  Our differences are not only confined to spelling.  Regarding that 'lesson' that you embarked on related to scope reading.  I'm most receptive.  But not so much when the 'inference' is that our MOSFETs are blown or that our SCOPE MEASUREMENT is wrong.  Perhaps you should have tried the more courteous approach of simply asking a question.  It would certainly have been more apposite.

It is not that I am not "up for it", it is merely that I do not believe you will attempt to understand it and will only want to argue rather than discuss and learn.  It would just be a waste of my time.  Life is too short.

Do you see your mission in this little exercise of ours to 'teach'?  I'm not sure that I want to be 'taught' - anything at all by you.  When I need teaching I go to experts.  And when I need guidance I go to my colleagues. And if you're not that interested in getting to the questions in the paper - then why are you wasting everyone's time here?  I thought that was the object of this thread?  Was I that wrong?  Was it merely to concentrate on what needs to be taught and by whom?  Not a typical 'thread topic' and certainly not clear in all everyone's posts here.

If you want to have a discussion, it has to be based on a common ground of knowledge and language.  If you will not allow me to ask questions, and then be provided succinct answers by you so that I know your level of understanding, any further discussion can go no where.

Don't worry about my ability to understand what you write. Just use good argument and qualify your acronyms.  Then what I don't understand I'll ask.  And it may be that I'll ask my colleagues or experts.  Or - who knows?  Maybe I'll also understand you.

You act as if the questions somehow insult your intelligence, but just a short time ago in another thread and from your paper, you apparently did not believe Q2 could ever turn on to any degree at all.

Q2 DOES NOT TURN ON in the Q-array.  Certainly not that it can discharge any current through the gate.

and that an FG cannot pass current. 

A function generator DOES NOT PASS CURRENT.  What it does is apply a voltage that then enables a current flow.

So the questions were merely to see if you had resolved and accepted these very basic issues.

Clearly I have not.

If not, I was willing to discuss that further.  If you did understand, I was going to move on to the MOSFET's inherent current regulation action in this circuit and how it is biased into linear operation.  Just basic DC before proceding to AC.

I'll pass if you don't mind.  I just want to hear your 'opinion' if you have one.  Do you endorse Tk's conclusion of there being a negative wattage?  And then.  If so - those two, (I think it was) questions apply.

I am glad however, that you are at least an expert at spelling.

Where did I say I was an expert at spelling?  I only stated that I make liberal use of a spell check.

Rosie Pose

[picowatt]

Math has never been my thing.  Perhaps I did ask you three.  Let's list then again and then do a numbers count.

1  What explanation for the negative wattage computed
2  What explanation for the positive half of each waveform

That's about it.  I think that's what our papers deal with.  And I've doubled checked.  Definitely just two pertinent questions.  But if that count is out - then let me know.  I'll revise it.Golly?  preschoolers -  let loose with a solder iron?  That's a bit reckless.  I know that in South Africa children are strongly discouraged from such 'high risk exposure' so young.  And our preschoolers are under 6.  But there you go.  Our differences are not only confined to spelling.  Regarding that 'lesson' that you embarked on related to scope reading.  I'm most receptive.  But not so much when the 'inference' is that our MOSFETs are blown or that our SCOPE MEASUREMENT is wrong.  Perhaps you should have tried the more courteous approach of simply asking a question.  It would certainly have been more apposite.Do you see your mission in this little exercise of ours to 'teach'?  I'm not sure that I want to be 'taught' - anything at all by you.  When I need teaching I go to experts.  And when I need guidance I go to my colleagues. And if you're not that interested in getting to the questions in the paper - then why are you wasting everyone's time here?  I thought that was the object of this thread?  Was I that wrong?  Was it merely to concentrate on what needs to be taught and by whom?  Not a typical 'thread topic' and certainly not clear in all everyone's posts here.  Don't worry about my ability to understand what you write. Just use good argument and qualify your acronyms.  Then what I don't understand I'll ask.  And it may be that I'll ask my colleagues or experts.  Or - who knows?  Maybe I'll also understand you.Q2 DOES NOT TURN ON in the Q-array.  Certainly not that it can discharge any current through the gate.A function generator DOES NOT PASS CURRENT.  What it does is apply a voltage that then enables a current flow.  Clearly I have not.I'll pass if you don't mind.  I just want to hear your 'opinion' if you have one.  Do you endorse Tk's conclusion of there being a negative wattage?  And then.  If so - those two, (I think it was) questions apply.Where did I say I was an expert at spelling?  I only stated that I make liberal use of a spell check.

Rosie Pose

Rosemary,

If you only knew how much humor you provide at times.  I truly enjoy a good laugh now and again.

No one need insult your intelligence, you do that just fine all by yourself.

Sincerely,
PW

[Rosemary Ainslie]

Rosemary,

If you only knew how much humor you provide at times.  I truly enjoy a good laugh now and again.

No one need insult your intelligence, you do that just fine all by yourself.

Sincerely,
PW

Not actually.  That's what you're trying to 'infer'.  I don't think that there's much wrong with my IQ.  I have a functional intelligence.  And that's all that's needed.  Certainly on this thread.

Rosie Pose.

And tell us more about those 'preschoolers' that you taught to use a solder iron.  I can't get my head around it.  It sounds alarming.  Did their parents know what you were teaching them? 

[picowatt]

Not actually.  That's what you're trying to 'infer'.  I don't think that there's much wrong with my IQ.  I have a functional intelligence.  And that's all that's needed.  Certainly on this thread.

Rosie Pose.

And tell us more about those 'preschoolers' that you taught to use a solder iron.  I can't get my head around it.  It sounds alarming.  Did their parents know what you were teaching them? 

Of course their parents knew.  They did very well sitting on my lap.  Soldered up siren circuits to run around annoying everyone with.  They loved it. 

THEY had a functional intelligence.

Good night Rosemary,

PW

[TinselKoala]

ZZiinngg!

Meanwhile, back in the DeepBunker:

http://www.youtube.com/watch?v=anfO1ZKz2CQ

This one's for MileHigh... and anyone else who appreciates a classic....