See how the motion of the simple pendulum is not-so-simple after
Look at the calculus behind the simple act of a car going over a
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
Work in groups to try to create the best approximations to these
The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.
This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.
How do these modelling assumption affect the solutions?
At what positions and speeds can the bomb be dropped to destroy the
An article demonstrating mathematically how various physical
modelling assumptions affect the solution to the seemingly simple
problem of the projectile.
This is about a fiendishly difficult jigsaw and how to solve it
using a computer program.
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. . . .
Why MUST these statistical statements probably be at least a little
See how differential equations might be used to make a realistic
model of a system containing predators and their prey.
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 problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.
Invent scenarios which would give rise to these probability density functions.
Sixth 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.
Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?
Third in our series of problems on population dynamics for advanced students.
Fifth in our series of problems on population dynamics for advanced students.
First in our series of problems on population dynamics for advanced students.
Second in our series of problems on population dynamics for advanced students.
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?
Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.
What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?
Formulate and investigate a simple mathematical model for the design of a table mat.
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. . . .
Explore the transformations and comment on what you find.
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. . . .
This is the section of stemNRICH devoted to the advanced applied
mathematics underlying the study of the sciences at higher levels
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.
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
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. . . .
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.
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.
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?
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.
A brief video explaining the idea of a mathematical knot.
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. . . .
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. . . .
The second in a series of articles on visualising and modelling shapes in the history of astronomy.
An account of how mathematics is used in computer games including
geometry, vectors, transformations, 3D graphics, graph theory and