Parallel R C circuit impedance calculator is ready

http://www.cirvirlab.com/simulation/parallel_r_c_circuit_impedance_calculator.php
Higher the frequency, overall impedance is less including real part. Check it and enjoy.

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Wow! That is a basis for a PhD in EE or computer science. Publish in Proceedings of the IEEE.
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Sam

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On 11/7/2013 5:15 PM, Salmon Egg wrote:

Nothing wrong with online calculators, but he is building what there are already dozens of and he didn't do it well. I made some complaints in another group about his calculator not allowing you to pick the units, such as pf, nf, uf, or uH, mH, Hz, kHz, MHz. Interesting though, in my haste I just notice this is a impedance calculator and not a resonance calculator. So, I don't know how many of these I'd find in a search, but the first one I found does what I suggested he add to his calculator. http://keisan.casio.com/has10/SpecExec.cgi?id=system/2006/1258032708
Mikek
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wrote:

What is the big deal? There is just a single solution to this problem. Use 1Hz, 1F, and 1ohm components for the solution. Everything scales. Use Excel. Why clutter your mind and computer with one more unnecessary item to store?
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On 07/11/2013 12:08 AM, Patrick Chung wrote:

For whom is this simulation (as well as others) intended? It is not a teaching tool-except for you in practicing programming.
I have a 25-30 year old HP calculator that can do the same thing and, in addition, store the result for later use (after all the whole purpose of the calculation is to get a circuit reduction for such use).
If one wants to learn basic circuit analysis - then suggest going to basics to figure out the relationship and then explore- seeing very quickly how frequency affects the impedance [ R/(1+jRwC)] which can quickly be sketched.
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Don Kelly
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On 08/11/2013 02:47, Don Kelly wrote:

I've got a deep seated feeling reading a lot of "developing world" posts to newsgroups and web forumns from students that are based in countries suffering poor levels of technical teaching, that the confused students themselves are trying also to get to grips with the technical or coloquial American or British use of English.
If they had been set an assignment question straight out of a textbook the easy (some would say cheat) way to climb the mountain is either to find online the "solutions manual" the textbook publishers normally share with educators, or some other resource - these calculators? - so that the answer can be completed, and maybe something learnt but not the important longhand theory based method of doing things correctly in the first place, which lends itself to adaption when the circumstances of the problem changes.
The standard of doing the education plainly needs raising. Teaching texts need proper language localisation, and teachers need to be trained properly to explain what they are teaching rather than reading a foreign textbook line by line to them and doing the questions at the end of the chapter. The kids are smart, but are being let down.
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On 09/11/2013 4:09 AM, Adrian C wrote:

What you have said is true. However I am not sure that the original post is a "developing country" problem. It is a problem in our "advanced" countries. It shows up at universities at all levels- we can give students a bag of tools but need to challenge them with problems that may not fit the rote examples. What is missing is often what is the most important part of education- encouraging the concept of "thinking". I can give examples (including some that I blew but learned from).
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wrote:

If this guy wants to do something useful, I would suggest him devising a tool to check if a network polynomial is stable and then synthesize it. If that is too easy. let him figure out how to synthesize networks containing pieces of transmission liens.
It could also be that he is an out-in-out troll and we are his victims.
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Sam

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On 09/11/2013 8:08 PM, Salmon Egg wrote:

Ah, but with liens, you are getting into lawyer territory- there be dragons- not trolls!
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