Bassalisk said:
When you first started to study electricity they threw u gradients and divergences and u understood it all instantaneously?
Being pushed and pull, of course we do not mean that literally. To push and pull u need a force, which u do not have in inductor. Key word is analogy my friend.
I have no beef w/ "analogies" but sometimes bad habits can be developed using analogies. When I had gradients & divergences thrown in my face, sure I struggled, & it took time to understand them, but I'm much better off for it now. Had I been presented w/ "push, pull, etc.", I may have developed misconceptions that would have taken years to erase, if ever.
I've noticed that the "pushing/pulling current" heresy is very hard to get people to let go of, so I avoid it 24/7. Although the laws of physics & the associated math are tough at 1st glance, a beginner is better off struggling for a while. Once the concept is understood, they can go on to more advanced viewpoints & not struggle.
FWIW, I use the term "current drawn". I'll say that this motor draws 30 amps at start up & 5 amps steady state. As long as we understand that this is colloquial & not literal, all is well.
A person who sees current as being "pushed" seldom gives up such heresy. They will not progress to the next level. When semiconductor physics is discussed, or energy bands, conduction in semi & metals, Faraday's induction law, etc., that darn "pushing/pulling" heresy keeps rearing its ugly head, & efforts to dispel it are usually not successful.
Trying to explain electrical concepts w/ fluids, and/or "pushing/pulling something" etc., results in bad habits & misconceptions being developed. These myths hinder the student from advancing to deeper understanding of things.
I would recommend, based on my 1/3 century of EE practice, to learn things from peer reviewed texts. If the math is too advanced, there are books that cover the math as well. To really understand circuits at the micro level requires the understanding of e/m fields. But to learn e/m fields, one must learn the math. The concept of vectors, phasors, integrals including line, surface, & volume integrals, ordinary, total, & partial derivatives, as well as curl, divergence, gradient, & Laplacian operators, is needed to fully appreciate what is involved.
Having said that, if time does not permit such effort, I concede that an analogy could be helpful. But I urge all to not push the analogy too far, & do not view the analogy as an equivalent to the e/m problem under scrutiny. View the analogy as a means of covering something complicated by invoking something we understand from everyday life. The analogy is not the law. Please do not invoke simplified analogies as if they were law, since they are not law.
Otherwise, analogies can indeed be helpful. I hope I've made my point.
Claude