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.

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

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

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

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?

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

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

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

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

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

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

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

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

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

Fourth 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?

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. . . .

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

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

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

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

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

What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?

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

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.

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

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

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. . . .

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

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

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

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.

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. . . .

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

How do scores on dice and factors of polynomials relate to each other?

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.

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

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.

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

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. . . .

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.

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?

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. . . .