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

Third 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.

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?

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

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.

First 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.

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

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

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

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

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. . . .

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

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

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

Mike and Monisha meet at the race track, which is 400m round. Just to make a point, Mike runs anticlockwise whilst Monisha runs clockwise. Where will they meet on their way around and will they ever. . . .

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

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

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?

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.

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

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

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

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

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

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

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. . . .

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

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

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.

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

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

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.

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. . . .

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. . . .

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

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

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

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.

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

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.

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.

A player has probability 0.4 of winning a single game. What is his probability of winning a 'best of 15 games' tournament?

You have two bags, four red balls and four white balls. You must put all the balls in the bags although you are allowed to have one bag empty. How should you distribute the balls between the two. . . .

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. . . .

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

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. . . .