**8. Action plan**

Further to the solution of sugar water with various concentrations of submerged objects that sank in all of the solution, students are asked to interpret the meaning of drowning and are associated with a ratio of the density of objects with the density of each solution. Students are also asked to investigate for how long the objects undergoing the process of sinking from the surface of the solution to the base of the tube solution. The stopwatch is used for recording of each liquid in the tube. Students are also able to model mathematically the magnitude of the solution concentration by the length of the time (in seconds) the object taken to fell from the

I wonder what effect it has on the health of the body, if someone drinks a thick liquid of sugar continuously compared with drinking fluids diluting the sugar. Continued impact of what happened to our body turns into increased blood viscosity? How did it effect the blood circulation and the transport of oxygen from the lungs to the brain by the blood? These con‐

The views of this innovative approach affect how the teacher in the classroom and how teachers evaluate students learn mathematics. This is related to the questions of the students related to mathematical ideas, the introduction of mathematical concepts, encourage and pro‐ mote discussion and group work. The Minister of Education and Culture of Indonesia in the era of 1990s reminds us through his views on mathematics and science "Most schools and teachers treat students as a 'vessel' or something to be filled with knowledge." Another well‐known example is the tendency toward right‐wrong answer/fact‐based learning. School and teachers focus on getting the right answer from the students at the cost of developing the processes that generate the answer [41]. Furthermore, he argued "I would like to challenge you to create greater understanding on how students learn as prerequisite for improving our teaching methods in mathematics and science, and improving the education of teachers for these subjects" (p. 36). These challenges need to be captured and acted wisely, of course. Similar challenges also presented by the President of the National Council of the Teacher of Mathematics (NCTM), Glenda Lappan "Throughout the more recent mathematics education research literature, there have been expressions of growing dissatisfaction with the limita‐ tions of the traditionally formal ways of teaching mathematics." Suppose, Lappan (1999, cited by [16]) provides arguments "We have had the longest running experiment in human history about whether rote memorization of facts and skills works." And it does not. Students are coming to universities and to the work place for not understanding mathematics. Why would

Challenges like that should be welcomed "Why we do not want to try something new?" After Lappan [16] we had a long trial of the history of humanity, about whether rote memorization of facts and skills can take place either? Challenges of Minister of Education and Culture, to (1) create a better understanding and to create a method of learning in mathematics and sci‐ ence [41], and (2) the growing dissatisfaction with the limited ways of teaching mathematics is

sequences are expected to sensitize students to maintain their own health.

surface of the solution to the bottom of the bottle.

18 Science Education - Research and New Technologies

**7. Innovative perspectives**

not I want to try something new?

Teaching materials designed in the planning of learning include sugar solution, water foun‐ tain with various sized holes, burning fireworks, and opening faucets (various sizes of angle) to record the time of flowing for a certain volume of water. However, because of limited space for reporting in this chapter, learning implementation of sugar solution is only discussed, while others will be described in other chapters.

The research team succeeded designing instructional materials that tried to link the two quan‐ tities, namely the percentage of sugar solution and long‐time sneaking of a ball of clay.

Sugar solution is formulated by weighing the sugar and water. In **Figure 10**, the researcher team made sugar solutions by balancing the sugar and water proportionally and stirred them, and the results were presented in the tube as in **Figure 11** (personal collection of photographs).

## **8.1. Sugar solution**

The instructional design resulted by researcher team produces sugar solution with varying concentrations, as appear in **Figure 12**. With the sugar solution, it is expected that students are able to obtain the numbers as domain and its pair numbers as member of codomain. Suppose that 5% sugar solution is stored in glass tubes. We enter a small ball made of plasticine, then measure the time duration of sneaking the ball when put in a 5% sugar solution. The trial results showed that the sedimentation time of plasticine ball in a 5% sugar solution is 1.22 s;

**Figure 10.** Balancing the sugar and water.

**Figure 11.** Sugar solutions with various concentrations.

**Figure 12.** Five percent sugar solution with "time sneaking".

**Figure 13.** Five percent and 10% sugar solutions with "time sneaking".

and in 10% sugar solution time is 1.42 s, and so on. Therefore we can present the results as in **Figures 12** and **13** (personal collection of photographs).

If we continued this work then we would obtain functional relationship between percentage of sugar solution and time taken by the ball sneaking in the sugar solution. So students can describe Mathematics Instruction Based on Science Using Didactical Phenomenology Approach... http://dx.doi.org/10.5772/intechopen.68437 21

**Figure 14.** (a) Discussion in Sci Lab, (b) working in Sci Lab.

"function that occurs in the form of graphs of functions in Cartesian coordinates". **Figure 14** indicated the team researcher to obtain the sugar solution accurately (personal collection of the photographs).
