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

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

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

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

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.

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

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

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.

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

How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?

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

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. . . .

In four years 2001 to 2004 Arsenal have been drawn against Chelsea in the FA cup and have beaten Chelsea every time. What was the probability of this? Lots of fractions in the calculations!

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

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?

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.

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

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

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.

How do these modelling assumption affect the solutions?

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

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.

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

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.

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

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. . . .

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

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.

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?

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?

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

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

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 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. . . .

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?