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

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

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

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.

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

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

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

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

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

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

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

Third 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.

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

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

Sixth 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?

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

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

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. . . .

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 fill in the blanks in truth tables to record. . . .

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

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!

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

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 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?

How do these modelling assumption affect the solutions?

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.

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.

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

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

How many eggs should a bird lay to maximise the number of chicks that will hatch? An introduction to optimisation.

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. . . .

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 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?

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

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. . . .

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. . . .

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?

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.

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!

Can you find the lap times of the two cyclists travelling at constant speeds?