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.

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

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

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.

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?

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

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!

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

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

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

Sixth 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.

Simple models which help us to investigate how epidemics grow and die out.

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

Fourth 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.

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

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

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.

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

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. . . .

Formulate and investigate a simple mathematical model for the design of a table mat.

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

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

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.

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. . . .

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

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. . . .

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

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

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. . . .

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

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

Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?

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.

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. . . .

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.

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

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?

Your school has been left a million pounds in the will of an ex- pupil. What model of investment and spending would you use in order to ensure the best return on the money?

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

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

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.

Given the graph of a supply network and the maximum capacity for flow in each section find the maximum flow across the network.

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.