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

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

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.

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

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

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

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

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

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

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

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.

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

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. . . .

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

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

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

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.

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

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. . . .

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?

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. . . .

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

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.

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. . . .

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

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

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

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?

How do these modelling assumption affect the solutions?

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!

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. . . .

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.

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. . . .

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 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.

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. . . .

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

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

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.

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

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

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

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

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?

Two buses leave at the same time from two towns Shipton and Veston on the same long road, travelling towards each other. At each mile along the road are milestones. The buses' speeds are constant. . . .