berkeman said:
I agree with Baluncore on this one. dBm is dB above a milliwatt, with a 50 Ohm system.
I disagree with berkeman slightly on this one. One dBm is one dBm no matter what the impedance of the system. It is simply a power ratio.
The specification of impedance is only needed when converting between dBm and voltage. Most of the dBm to voltage equivalence lookup tables used by RF engineers are standardised for the now common 50 ohms specification.
The input and output of the transcendental functions must be non-dimensional as the functions are defined as infinite power series. To remove dimensions requires division by a parameter with identical dimensions, that is where the term “pure ratio” meaning “non-dimensional” comes from.
dB are so convenient that RF engineers, being human, often happily use and trust dB without understanding the fundamentals or the pitfalls.
There is a confusion that can arise where the output of an RF voltage buffer, (distribution amplifier), is very low. It may then be specified as 1 dBm into 50 ohms even though it has an output impedance of less than one ohm. It could also drive 1mW into each of three 50 ohm cables in parallel.
With transfer functions the output is usually implicitly reference to the input. On the other hand a spectrum analyser with a dB vertical axis must specify what zero on the dB scale really means. There must be a reference parameter somewhere. It will be either simply dBm, or dBV in the specified input impedance.
The most common confusion I find is in exam questions where a double negative appears. “A circuit has an attenuation of –20dB. If the input is one volt, what is the output voltage? ”. An attenuation of –20dB is a gain of +20dB so the output will be 10 volts. But that assumes the unspecified input and output impedances are identical.
This confusion also shows up where the graph of a passive filter transfer function is labelled “attenuation”, then numbered with zero at the top and negative dB below. The vertical axis should have been labelled “Gain”, (even though it has none). This is very common where the teacher does not understand the subject.