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.

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

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

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.

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.

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

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

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. . . .

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.

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.

A brief video explaining the idea of a mathematical knot.

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

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

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

Two cyclists, practising on a track, pass each other at the starting line and go at constant speeds... Can you find lap times that are such that the cyclists will meet exactly half way round the. . . .

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

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. . . .

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

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

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

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.

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

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

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

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

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.

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

Fifth in our series of problems 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.

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

Sixth 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.

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.

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

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

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.

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

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

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

This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.

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

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?

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 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?