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Grouping transient phenomena in various physical procedures using elementary mathematical analysis

A significant goal when teaching at the secondary education level is to present the generality of the procedures that are being used to describe a wide range of different physical phenomena. However, this approach is abandoned by physics instructors in many cases since the general mathematical background needed to present the above generality is high and cannot be presented at the secondary education level. Thus, it is significant to find ways to overcome the above limitation in order to inculcate in the students the fundamental physical thinking rather than teach many phenomena that seem to be irrelevant to each other. For example, it is significant to explain to the students that the methods that are being used in circuit analysis are not irrelevant to the methods that are being used in classic mechanics. For this purpose, in this paper a new approach is proposed in order to present in classroom a wide range of different transient phenomena from mechanics, electromagnetism, circuit analysis and nuclear physics using the same elementary mathematical tools. The functions that describe the related physical magnitudes are derived and a final expression that can be used to group many transient phenomena is presented. Thus, using the presented analysis it is possible to enhance students understanding regarding the common fundamental methods that are being used in various physics areas phenomenally irrelevant to each other.