Testing the TK Tar Baby

[picowatt]

I applaud her recent efforts to learn, but her biggest problem is that she is a terrible student.  She needs to conjure up a little humility and accept the fact that she is pretty much clueless with regard to basic electricity, let alone electronics.

If she wants to learn, then she needs to accept what the teacher says as fact and try to understand what is being said and why it is so, not try to argue every point as if she knows the teacher is wrong and that she is somehow going to prove it. 

Anyone skilled in the art can take a look at her schematic and in well under a minute estimate all the DC conditions, voltages, currents, and power dissipations by and at every component during both the positive and negative portion of the FG cycle.  She does not believe or realize this, as it is all some great mystery to her.  Both the Q1 and Q2 configurations have been used since the early days of triodes, but again, she feels her circuits are unique and somehow don't obey "the rules" related to very simple and quite basic electronics.

So, in order for her to be a good student, she has to take what .99 says as gospel, attempt to understand it, and quit trying to disprove that which is abundantly clear to all with even minimal electronic skills. 

As it took months just to convince her the FG output was 50R, I do not believe she is going to learn the electronic skills required to understand her circuit's most simple DC conditions, let alone the positive and negative feedback, reactance, etc necessary for AC conditions, in a reasonable amount of time.  Best she find an EE or similar to team up with to perform her tests.

However, if she IS going to attempt to learn, then she really needs to hone up on her "being a student" skills and quit acting like she knows anything at all about her circuit's operation, or electronics in general, while constantly threatening to prove the teacher wrong.  The teacher is correct!

Had she not spent the past months arguing with everyone that attempted to teach her a thing or two, she might have learned a few more things by now.

Learn how to learn!

[sparks]

I applaud her recent efforts to learn, but her biggest problem is that she is a terrible student.  She needs to conjure up a little humility and accept the fact that she is pretty much clueless with regard to basic electricity, let alone electronics.

If she wants to learn, then she needs to accept what the teacher says as fact and try to understand what is being said and why it is so, not try to argue every point as if she knows the teacher is wrong and is somehow going to prove it. 

Anyone skilled in the art can take a look at her schematic and in well under a minute estimate all the DC conditions, voltages, currents, and power dissipations by and at every component during both the positive and negative portion of the FG cycle.  She does not believe or realize this, as it is all some great mystery to her.  Both the Q1 and Q2 configurations have been used since the early days of triodes, but again, she feels her circuits are unique and somehow don't obey "the rules" related to very simple and quite basic electronics.

So, in order for her to be a good student, she has to take what .99 says as gospel, attempt to understand it, and quit trying to disprove that which is abundantly clear to all with even minimal electronic skills. 

As it took months just to convince her the FG output was 50R, I do not believe she is going to learn the electronic skills required to understand her circuit's most simple DC conditions, let alone the positive and negative feedback, reactance, etc necessary for AC conditions, in a reasonable amount of time.  Best she find an EE or similar to team up with to perform her tests.

However, if she IS going to attempt to learn, then she really needs to hone up on her "being a student" skills and quit acting like she knows anything at all about her circuit's operation or electronics in general, while constantly threatening to prove the teacher wrong.  The teacher is correct!

Had she not spent the past months arguing with all that attempted to teach her a thing or two, she might have learned a few more things by now.

      And to this end please remember an ancient declaration- blessed be the peacemakers for thine is the kingdom of the heavens.-    Peace starts at home within ourselves where it becomes contagious beyond measure if allowed to propogate in the human family.  Various vaccines now employed against the disease of peace are in place and clearly demonstrated in this thread.  I will not reiterate the commonly recognized vaccines introduced in humankind against the peace disease but leave it up to the reader to determine exactly which vaccines they have recently been forced to take at doctor up to no good's office.

[picowatt]

And just as an aside, she is correct, it will be very difficult to see the 160ma of bias current at the CSR, especially while the circuit is oscillating.

What DC voltage would we be looking for at the CSR if indeed 160ma of current is flowing?  .160ma X.25R=40millivolts.  Look at her captures.  At the 'scope sensitivity used to monitor the CSR, how well do you think we will be able to see 40millivolts (that's forty thousandths of a volt) using that trace?

A better place to observe the bias current would be the voltage drop across the FG's 50R resistor.  .160ma X 50R=8volts.  It is a lot easier to see and measure 8 volts than 40millivolts.

As an example: 

Disconnect the FG output from the circuit and measure its voltage with the 'scope.  Set its voltage to -12 volts.  This is the "open circuit" voltage of the FG.  Now, without changing any FG settings, connect the FG output to the source terminal of Q2 and again measure the FG output, it will now read approximately -4 volts.  This is the "in circuit" voltage.  The difference between the two readings is the voltage drop across the 50 ohm resistor inside the FG.  Now, do simple Ohm's law math, 8volts divided by 50 ohms equals 160ma.

(Note that due to MOSFET turn on variations, temperature dependence, and the actual FG open circuit voltage, the -4 volts measured at the source of Q2 will likely vary from -3.5 to -4.5 volts or so depending on those conditions.)


Alternately, bias current could as well be measured by noting the DC drop across Rload.  Its 11R resistance will provide 1.76volts of drop with 160ma flowing.  1.76volts is also easirer to see/measure than 40millivolts.

[TinselKoala]

Millisecond, microsecond.... what's a factor of 1000, between friends?


Every day that these daft, error ridden and mendacious manuscripts are allowed to remain posted, as CLAIMS OF EXTRAORDINARY PERFORMANCE or even "measurements" of the same..... is another day full of lies by Ainslie AND the other authors listed in the manuscripts, although Ainslie bears full responsibility as lead author.

[TinselKoala]

Alternately, bias current could as well be measured by noting the DC drop across Rload.  Its 11R resistance will provide 1.76volts of drop with 160ma flowing.  1.76volts is also easirer to see/measure than 40millivolts.

She tried to measure the voltage drop across the load, one time and one time only. She did it with the other scope leads connected up as normally. She also chastised me severely for "claiming" to have measured across the load, since she had such a hard time when she tried it. Of course, when I measure the voltage drop across the load, as I sometimes do.... I have the wit to disconnect the other scope probes, or to use an isolated differential voltage probe, or a scope with isolated signal references like a Fluke 199 (or 123) ScopeMeter.
I believe that this is how she damaged her borrowed LeCroy oscilloscope and had to purchase it and have it repaired and calibrated. The BNC scope probe ground connections likely welded themselves to the input jacks on the scope itself.

I think she did this by having one of the battery leads disconnected, making the scope probe ground lead connections, then hooking up the battery lead back to the battery.

This was one result: