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. . . .

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.

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.

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

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

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.

A brief video explaining the idea of a mathematical knot.

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

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

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

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.

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

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

Fifth 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.

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.

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. . . .

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

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

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

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

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.

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

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

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. . . .

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

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

This problem opens a major sequence of activities on the mathematics of 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?

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. . . .

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

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

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

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

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?

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

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?

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?

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

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

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. . . .

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. . . .