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

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

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

Fourth 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.

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.

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

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

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

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

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

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

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

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

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

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. . . .

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.

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?

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

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?

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?

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

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

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

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. . . .

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?

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. . . .

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.

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.

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?

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.

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

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

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. . . .

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.

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

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?

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

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

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

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?

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. . . .

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. . . .