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

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

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

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

An advanced mathematical exploration supporting our series of articles 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.

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

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

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

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

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.

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

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

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

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

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

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. . . .

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

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.

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?

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. . . .

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

Invent scenarios which would give rise to these probability density functions.

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. . . .

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.

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. . . .

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

Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.

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!

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.

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. . . .

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

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.

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?

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

A brief video explaining the idea of a mathematical knot.

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?

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

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

Two buses leave at the same time from two towns Shipton and Veston on the same long road, travelling towards each other. At each mile along the road are milestones. The buses' speeds are constant. . . .

Chris is enjoying a swim but needs to get back for lunch. If she can swim at 3 m/s and run at 7m/sec, how far along the bank should she land in order to get back as quickly as possible?