An advanced mathematical exploration supporting our series of articles 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...
Sixth in our series of problems on population dynamics for advanced students.
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.
First 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.
Third in our series of problems on population dynamics for advanced students.
Second in our series of problems on population dynamics for advanced students.
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. . . .
Invent scenarios which would give rise to these probability density functions.
See how differential equations might be used to make a realistic
model of a system containing predators and their prey.
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
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!
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
How many eggs should a bird lay to maximise the number of chicks
that will hatch? An introduction to optimisation.
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!
Given the graph of a supply network and the maximum capacity for
flow in each section find the maximum flow across the network.
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. . . .
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. . . .
Explore the transformations and comment on what you find.
How do these modelling assumption affect the solutions?
This problem opens a major sequence of activities on the mathematics of 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
Why MUST these statistical statements probably be at least a little
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.
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?
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. . . .
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.
Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.
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.
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 what positions and speeds can the bomb be dropped to destroy the
An account of how mathematics is used in computer games including
geometry, vectors, transformations, 3D graphics, graph theory and
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. . . .
Formulate and investigate a simple mathematical model for the design of a table mat.
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
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
Simple models which help us to investigate how epidemics grow and die out.
How do you write a computer program that creates the illusion of stretching elastic bands between pegs of a Geoboard? The answer contains some surprising mathematics.
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?