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.

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

An advanced mathematical exploration supporting our series of articles 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?

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.

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

This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.

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.

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

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

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

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

First 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...

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

Third in our series of problems 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.

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. . . .

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 brief video explaining the idea of a mathematical knot.

This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!

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

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

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. . . .

Why MUST these statistical statements probably be at least a little bit wrong?

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

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. . . .

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.

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

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

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. . . .

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

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?

How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?

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

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.

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

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. . . .

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?

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.

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. . . .

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.

The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.

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?