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

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

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.

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.

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.

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

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.

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

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

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

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

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. . . .

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

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

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. . . .

See how differential equations might be used to make a realistic model of a system containing predators and their prey.

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

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

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. . . .

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

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.

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

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?

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

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

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.

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

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

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

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

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

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

First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...

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?

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.

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.

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?

An account of how mathematics is used in computer games including geometry, vectors, transformations, 3D graphics, graph theory and simulations.

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

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. . . .

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.