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

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

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

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

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

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

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

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

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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. . . .

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

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

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

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

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

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

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

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

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

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

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.

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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. . . .

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

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

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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!

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

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

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. . . .

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

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

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

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.

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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?

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

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

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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.

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

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

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

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

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

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

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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?

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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. . . .

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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. . . .

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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. . . .

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Can you make sense of information about trees in order to maximise the profits of a forestry company?

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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.

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Investigate how networks can be used to solve a problem for the 18th Century inhabitants of Konigsberg.

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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. . . .