Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
Sixth in our series of problems on population dynamics for advanced students.
Chris is enjoying a swim but needs to get back for lunch. If she can swim at 3 m/s and run at 7m/sec, how far along the bank should she land in order to get back as quickly as possible?
An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.
Given the graph of a supply network and the maximum capacity for
flow in each section find the maximum flow across the network.
Fifth in our series of problems on population dynamics for advanced students.
Fourth in our series of problems on population dynamics for advanced students.
See how differential equations might be used to make a realistic
model of a system containing predators and their prey.
Third in our series of problems on population dynamics for advanced students.
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
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. . . .
First in our series of problems on population dynamics for advanced students.
Invent scenarios which would give rise to these probability density functions.
This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
Second in our series of problems on population dynamics for advanced students.
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
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.
A car is travelling along a dual carriageway at constant speed. Every 3 minutes a bus passes going in the opposite direction, while every 6 minutes a bus passes the car travelling in the same. . . .
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?
How do these modelling assumption affect the solutions?
Why MUST these statistical statements probably be at least a little
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
See how the motion of the simple pendulum is not-so-simple after
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. . . .
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
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. . . .
This is the section of stemNRICH devoted to the advanced applied
mathematics underlying the study of the sciences at higher levels
In four years 2001 to 2004 Arsenal have been drawn against Chelsea
in the FA cup and have beaten Chelsea every time. What was the
probability of this? Lots of fractions in the calculations!
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 third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and record your findings in truth tables.
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. . . .
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. . . .
This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!
A brief video explaining the idea of a mathematical knot.
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.
A player has probability 0.4 of winning a single game. What is his
probability of winning a 'best of 15 games' tournament?
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. . . .
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?
This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.
Mike and Monisha meet at the race track, which is 400m round. Just to make a point, Mike runs anticlockwise whilst Monisha runs clockwise. Where will they meet on their way around and will they ever. . . .