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

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

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

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

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.

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

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

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

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

This problem opens a major sequence of activities on the mathematics of 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.

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.

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.

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

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.

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?

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 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. . . .

A brief video explaining the idea of a mathematical knot.

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

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

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.

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?

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. . . .

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. . . .

A player has probability 0.4 of winning a single game. What is his probability of winning a 'best of 15 games' tournament?

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

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. . . .

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

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?

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

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

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.

Second 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.

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

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. . . .

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. . . .

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. . . .

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?

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 second in a series of articles on visualising and modelling shapes in the history of astronomy.

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