The shortest path between any two points on a snooker table is the straight line between them but what if the ball must bounce off one wall, or 2 walls, or 3 walls?

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.

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.

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. . . .

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. . . .

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

A ladder 3m long rests against a wall with one end a short distance from its base. Between the wall and the base of a ladder is a garden storage box 1m tall and 1m high. What is the maximum distance. . . .

First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...

How do scores on dice and factors of polynomials relate to each other?

Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.

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.

How many eggs should a bird lay to maximise the number of chicks that will hatch? An introduction to optimisation.

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.

This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.

Invent scenarios which would give rise to these probability density functions.

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. . . .

Work in groups to try to create the best approximations to these physical quantities.

Look at the calculus behind the simple act of a car going over a step.

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.

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. . . .

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. . . .

engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

See how the motion of the simple pendulum is not-so-simple after all.

An advanced mathematical exploration supporting our series of articles 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.

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.

An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.

Sixth in our series of problems on population dynamics for advanced students.

Second in our series of problems on population dynamics for advanced students.

First in our series of problems on population dynamics for advanced students.

Third in our series of problems on population dynamics for advanced students.

Fourth in our series of problems on population dynamics for advanced students.

Fifth in our series of problems on population dynamics for advanced students.

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.

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.

A player has probability 0.4 of winning a single game. What is his probability of winning a 'best of 15 games' tournament?

An account of how mathematics is used in computer games including geometry, vectors, transformations, 3D graphics, graph theory and simulations.

This is about a fiendishly difficult jigsaw and how to solve it using a computer program.

The second in a series of articles on visualising and modelling shapes in the history of astronomy.

At what positions and speeds can the bomb be dropped to destroy the dam?

You have two bags, four red balls and four white balls. You must put all the balls in the bags although you are allowed to have one bag empty. How should you distribute the balls between the two. . . .

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?