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Formulate and investigate a simple mathematical model for the design of a table mat.
Why MUST these statistical statements probably be at least a little bit wrong?
At what positions and speeds can the bomb be dropped to destroy the dam?
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?
Invent scenarios which would give rise to these probability density functions.
This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.
This is about a fiendishly difficult jigsaw and how to solve it using a computer program.
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?
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
engNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of engineering
Work in groups to try to create the best approximations to these physical quantities.
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.
Explore the transformations and comment on what you find.
See how differential equations might be used to make a realistic model of a system containing predators and their prey.
See how the motion of the simple pendulum is not-so-simple after all.
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.
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. . . .
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
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.
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?
Simple models which help us to investigate how epidemics grow and die out.
Fourth in our series of problems on population dynamics for advanced students.
Third in our series of problems on population dynamics for advanced students.
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.
This problem opens a major sequence of activities on the mathematics of 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.
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. . . .
How do scores on dice and factors of polynomials relate to each other?
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. . . .
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. . . .
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.
An account of how mathematics is used in computer games including geometry, vectors, transformations, 3D graphics, graph theory and simulations.
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?
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 prize?
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. . . .
How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?
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.
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.
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?
A brief video explaining the idea of a mathematical knot.