Some fallacies in the circuit analysis course

Abstract

This paper examines a number of common fallacies in the typical introductory circuit analysis text and offers a more logical, rigorous, and pedagogical approach for each. The majority of these fall within that segment of introductory circuit analysis dealing with active circuits and sub-circuits; more, however, can be found in each of the other major areas covered by such texts. It is hoped that this critique will spur a reexamination of the topics covered in introductory circuit analysis texts.