epenguin
Science Advisor
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There are two problems that students frequently manifest dealing with these elementary (in this case very elementary) circuit problems. One is they cannot recognise a topology. No longer recognise the same circuit when it is redrawn in a slightly different looking way. What can I say? - if this were an underground railway system how many ways can you go from P to Q? What do you have to go through?
(Students are lucky they rarely meet nonplanar circuits!)
The other point is that they are too formulaic. They have been intimidated and made tense and rigid by formulae. Instead think physically! When you have things in parallel I recommend don't think of resistances, think of conductances. You have a voltage across two resistors, i.e. mediocre conductors, in parallel, in this case of equal conductance. If one for a given voltage across it will carry a certain current, how much current will the other with the same conductance and the same voltage across it carry?
After which what will be the total current?...
Not really a 30+ post problem.
Similar thinking applies in the cases of capacitance.
(Students are lucky they rarely meet nonplanar circuits!)
The other point is that they are too formulaic. They have been intimidated and made tense and rigid by formulae. Instead think physically! When you have things in parallel I recommend don't think of resistances, think of conductances. You have a voltage across two resistors, i.e. mediocre conductors, in parallel, in this case of equal conductance. If one for a given voltage across it will carry a certain current, how much current will the other with the same conductance and the same voltage across it carry?
After which what will be the total current?...
Not really a 30+ post problem.
Similar thinking applies in the cases of capacitance.
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