There are **92** NRICH Mathematical resources connected to **Mathematical modelling**, you may find related items under Mathematical Thinking.

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

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

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?

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 scores on dice and factors of polynomials relate to each other?

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?

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!

A bus route has a total duration of 40 minutes. Every 10 minutes, two buses set out, one from each end. How many buses will one bus meet on its way from one end to the other end?

If it takes four men one day to build a wall, how long does it take 60,000 men to build a similar wall?

Build a scaffold out of drinking-straws to support a cup of water

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

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

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

Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .

How does the time of dawn and dusk vary? What about the Moon, how does that change from night to night? Is the Sun always the same? Gather data to help you explore these questions.

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

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

The triathlon is a physically gruelling challenge. Can you work out which athlete burnt the most calories?

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.

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

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

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

Sixth 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

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

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

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

Second in our series of problems 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. . . .

Third in our series of problems 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 article explains the concepts involved in scientific mathematical computing. It will be very useful and interesting to anyone interested in computer programming or mathematics.

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

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

How do these modelling assumption affect the solutions?

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

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

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

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

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. . . .

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. . . .

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

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

A brief video looking at how you can sometimes use symmetry to distinguish knots. Can you use this idea to investigate the differences between the granny knot and the reef knot?

This train line has two tracks which cross at different points. Can you find all the routes that end at Cheston?

How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?