Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
If a is the radius of the axle, b the radius of each ball-bearing, and c the radius of the hub, why does the number of ball bearings n determine the ratio c/a? Find a formula for c/a in terms of n.
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
Bricks are 20cm long and 10cm high. How high could an arch be built
without mortar on a flat horizontal surface, to overhang by 1
metre? How big an overhang is it possible to make like this?
Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to record. . . .
Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
Two cyclists, practising on a track, pass each other at the starting line and go at constant speeds... Can you find lap times that are such that the cyclists will meet exactly half way round the. . . .
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
Use the computer to model an epidemic. Try out public health policies to control the spread of the epidemic, to minimise the number of sick days and deaths.
In this article for teachers, Alan Parr looks at ways that
mathematics teaching and learning can start from the useful and
interesting things can we do with the subject, including. . . .
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
How many eggs should a bird lay to maximise the number of chicks
that will hatch? An introduction to optimisation.
See how the motion of the simple pendulum is not-so-simple after
This article explains the concepts involved in scientific
mathematical computing. It will be very useful and interesting to
anyone interested in computer programming or mathematics.
This is the section of stemNRICH devoted to the advanced applied
mathematics underlying the study of the sciences at higher levels
See how differential equations might be used to make a realistic
model of a system containing predators and their prey.
Look at the calculus behind the simple act of a car going over a
chemNRICH is the area of the stemNRICH site devoted to the
mathematics underlying the study of chemistry, designed to help
develop the mathematics required to get the most from your study. . . .
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
bioNRICH is the area of the stemNRICH site devoted to the
mathematics underlying the study of the biological sciences,
designed to help develop the mathematics required to get the most
from your. . . .
Work in groups to try to create the best approximations to these
First in our series of problems on population dynamics for advanced students.
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.
An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.
Simple models which help us to investigate how epidemics grow and die out.
What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?
Formulate and investigate a simple mathematical model for the design of a table mat.
Sixth in our series of problems on population dynamics for advanced students.
Fifth in our series of problems on population dynamics for advanced students.
This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.
An article demonstrating mathematically how various physical
modelling assumptions affect the solution to the seemingly simple
problem of the projectile.
Second in our series of problems on population dynamics for advanced students.
Fourth in our series of problems on population dynamics for advanced students.
Third in our series of problems on population dynamics for advanced students.
Invent scenarios which would give rise to these probability density functions.
How do scores on dice and factors of polynomials relate to each
The probability that a passenger books a flight and does not turn
up is 0.05. For an aeroplane with 400 seats how many tickets can be
sold so that only 1% of flights are over-booked?
The builders have dug a hole in the ground to be filled with concrete for the foundations of our garage. How many cubic metres of ready-mix concrete should the builders order to fill this hole to. . . .
The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.
To win on a scratch card you have to uncover three numbers that add
up to more than fifteen. What is the probability of winning a
An account of how mathematics is used in computer games including
geometry, vectors, transformations, 3D graphics, graph theory and
Edward Wallace based his A Level Statistics Project on The Mean
Game. Each picks 2 numbers. The winner is the player who picks a
number closest to the mean of all the numbers picked.
How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?
At Holborn underground station there is a very long escalator. Two
people are in a hurry and so climb the escalator as it is moving
upwards, thus adding their speed to that of the moving steps. . . .
This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!