abbey road d enfer said:
What is the pedagogical value in a comment that says 4 times maybe, and ends up with : Maybe none of it is significant?
I don't take the official mantle of teacher. The student should take clues from those with experience, combined with practical self study to arrive at an understanding. A riddle is sometimes the best thought provoker.
You chose to examine one circuit possibility as if it rejected others. It at least reads that way to me, and probably also to the person who doesn't understand the range of possibilities being addressed. Possibly language barrier, possibly the lack of the yang to the yin.
Yes, all those things change, and yes, they may not matter, depending on the circuit and/or the user/usage. It depends who you ask, or who you are addressing.
Both fail for being incomplete textbooks, in one assessment. I'm not inclined to push the student down one path without suggesting there are others, nor am I spending the time to flesh them all out unless asked.
abbey road d enfer said:
I must admit your previous post was pretty uncomprehensible to me; language barrier, probably...
What is the meaning of "transformer resonance effects without negatively loading when connected to a true 600Ω input" and "Nominal' tends to mean 'if you're not gonna test and optimize yourself" ?
Slightly shorthand, which you snipped. Conversational run-on.
EmRR said:
...and a 2K load with voltage amps is also frequently enough to reign in transformer resonance effects without negatively loading the circuit when connected to a true 600Ω input load. All depends on the amp in question.
Such as any number of older tube preamp transformers with resonant treble boosts.
EmRR said:
'Nominal' tends to mean 'if you're not gonna test and optimize yourself'.
If you make the necessary measurements and optimize the load, you don't use the nominal value.
If you want a one stop fixed load that serves all expected purposes, it may exist, if you do the work to ascertain it.