As a specific example of the problems outlined in item #11, consider the wye circuit in figure 31.41 on page 835. The approach outlined in the text provides little insight as to what's going on. The equations are so messy that the text gives up, relegating the solution to volume II.
In contrast, any sane engineer would analyze the circuit in less time than it takes to tell about it, using series/parallel reduction, and exploiting the linearity of the circuit. Not only is this easier, it provides more insight.
As an almost-separate issue, any sane engineer would redraw the circuit to make manifest the symmetry of the wye.
Suggestions:
When teaching circuit analysis, start with series/parallel reduction.
There are circuits for which this doesn't work (e.g. diode bridge) but these can safely be deferred until a later turn around the pedagogical spiral.
Teach students that when analyzing a circuit, look for symmetries. If the original representation hides the symmetry, redraw the circuit (or a subset thereof) in such a way as to show the symmetry. Note that this idea applies to physics in general, not just to electronics.
As a specific example of the problems outlined in item #11, consider the wye circuit in figure 31.41 on page 835. The approach outlined in the text provides little insight as to what's going on. The equations are so messy that the text gives up, relegating the solution to volume II.
In contrast, any sane engineer would analyze the circuit in less time than it takes to tell about it, using series/parallel reduction, and exploiting the linearity of the circuit. Not only is this easier, it provides more insight.
As an almost-separate issue, any sane engineer would redraw the circuit to make manifest the symmetry of the wye.
Suggestions: