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.
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.
An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.
At what positions and speeds can the bomb be dropped to destroy the
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. . . .
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?
How do these modelling assumption affect the solutions?
See how differential equations might be used to make a realistic
model of a system containing predators and their prey.
Look at the calculus behind the simple act of a car going over a
First in our series of problems on population dynamics for advanced students.
How many eggs should a bird lay to maximise the number of chicks
that will hatch? An introduction to optimisation.
Sixth in our series of problems on population dynamics for advanced students.
Second in our series of problems on population dynamics for advanced students.
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?
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.
Third in our series of problems on population dynamics for advanced students.
Fourth in our series of problems on population dynamics for advanced students.
This is the section of stemNRICH devoted to the advanced applied
mathematics underlying the study of the sciences at higher levels
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
An article demonstrating mathematically how various physical
modelling assumptions affect the solution to the seemingly simple
problem of the projectile.
Why MUST these statistical statements probably be at least a little
Explore the transformations and comment on what you find.
Formulate and investigate a simple mathematical model for the design of a table mat.
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. . . .
See how the motion of the simple pendulum is not-so-simple after
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
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
Invent scenarios which would give rise to these probability density functions.
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
How do scores on dice and factors of polynomials relate to each
The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.
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?
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
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. . . .
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 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. . . .
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. . . .
This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!
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?
A brief video explaining the idea of a mathematical knot.
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. . . .
An account of how mathematics is used in computer games including
geometry, vectors, transformations, 3D graphics, graph theory and
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...