For sure! In both cases I imagine it is a conscious choice where the teachers thought about the trade-offs of each option. Both have their merits. Whenever you write learning material you have to decide where to draw the line of how far you want to break down the subject matter. You have to think quite hard about exactly who you are writing for. It's really hard to do!
You seem to be implying that the top-down approach is a trade off that involves not breaking down the subject matter into as lower level details. I think the opposite is true - when you go top down you can keep teaching lower and lower layers all the way down to physics if you like!
