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<h3>Welcome to the <a href="http://nrich.maths.org/public/viewer.php?obj_id=6298&amp;part=">bioNRICH</a>
problems. These are mathematical activities designed to complement
and enhance the study of biology at A-level and undergraduate
level.</h3>
<div>The questions are broken down into key areas of mathematical
activity. In each area, the activities are arranged roughly in
order of difficulty / depth. To assist you in using the problems,
we have a simple key:</div>
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<table border="1" cellpadding="10" cellspacing="0" >
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<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td>The problem contains a flash interactive resource. Good for use
on interactive whiteboards as a group activity or on individual
computers.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="stopwatch30x30.JPG" alt=""></mdo:image></td>
<td>The problem can be used as a quick starter or lesson filler.
There might be several smaller pieces to the problem or it might
quickly generate thought or discussion. This does not mean that the
full potential of the problem will quickly be exhausted: you may
wish to return to the problem several times or analyse the
resulting issues in detail.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="lips30x30.JPG" alt=""></mdo:image></td>
<td>The problem quickly raises many interesting ideas and is
particularly well suited to group discussion.</td>
</tr>
</tbody>
</table>
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<table border="1" CELLPADDING="10" cellspacing="0">
<tbody>
<tr>
<th width="100" scope="col">Area of Maths</th>
<th width="25" scope="col"></th>
<th width="150" scope="col">Question</th>
<th scope="col">Description</th>
</tr>
<tr>
<td rowspan="2">Numbers</td>
<td><mdo:image height="30" width="30" src="stopwatch30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6140&amp;part=">Big
and small numbers in biology</a></td>
<td>10 individual questions using numbers big and small to estimate
and calculate various quantities in biological contexts.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6349&amp;part=">A
question of scale</a></td>
<td>This interactive page allows you to test your knowledge and
skill using powers of 10 to place physical quantities in order of
size.</td>
</tr>
<tr>
<td rowspan="3">Measurement and estimation</td>
<td><mdo:image height="30" width="30" src="stopwatch30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6145&amp;part=">More
or less?</a></td>
<td>10 individual questions asking you to assess the accuracy of a
variety of biological estimates.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6308&amp;part=">Scientific
measurement</a></td>
<td>This interactive page allows you to test your skills of
measurement with a sequences of scientific images.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6158&amp;part=">Using
the haemocytometer</a></td>
<td>This problem gives an interactive version of a haemocytometer,
a tool used to measure cell counts in fluid samples. You can keep
practising with new samples until you have cracked the maths.</td>
</tr>
<tr>
<td rowspan="3">Growth processes</td>
<td><mdo:image height="30" width="30" src="stopwatch30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6151&amp;part=bio%20graphs">
Bio-graphs</a></td>
<td>Various graphs without labels are shown. What physical
processes of situations might the graphs relate to?</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" alt="" src="lips30x30.JPG"></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6152&amp;part=time%20to%20evolve">
Time to evolve</a></td>
<td>Practice estimation in the context of evolution.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6144&amp;part=">Catalyse
that!</a></td>
<td>Explore rates of a temperature dependent reaction.</td>
</tr>
<tr>
<td rowspan="2">Graphs and equations</td>
<td><mdo:image height="30" width="30" alt="" src="lips30x30.JPG"></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6160&amp;part=">Real-life
equations</a></td>
<td>Relate these commonly used equations to points on a series of
graphs. Which are possible and which are not?</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6301&amp;part=">Equation
matching</a></td>
<td>A series of graphs are given containing just 2 or 3 points.
Which equations do the points rule out?</td>
</tr>
<tr>
<td rowspan="3">Units</td>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6146&amp;part=">Bigger
or smaller?</a></td>
<td>Develop your intuition for changing units by asking the simple
question: will a unit change give me a larger or smaller
number?</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="lips30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6154&amp;part=">Choose
your units</a></td>
<td>Which would be the most sensible units in which to measure
these objects?</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6153&amp;part=">New
units for old</a></td>
<td>Give yourself an in-depth units workout by matching up these
physical phenomena with their dimensions and standard units.</td>
</tr>
<tr>
<td rowspan="3">Data handling</td>
<td><mdo:image height="30" width="30" src="stopwatch30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6149&amp;part=">Stats
Statements</a></td>
<td>This question gives you 10 statistical statements. Develop your
statistical intuition by asking yourself are they sometimes,
always, nearly always, almost never or never true?</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=5830&amp;part=">Very
Old Man</a></td>
<td>Is it likely someone could have lived to 200 years old? Use
statistics to investigate.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6347&amp;part=Chi%20squared%20faker">
Chi squared faker</a></td>
<td>How could you massage this $\chi^2$-squared test to reject the
hypothesis?</td>
</tr>
<tr>
<td rowspan="2">Moles and molarity</td>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6150&amp;part=">Conversion
sorter</a> <a href="http://nrich.maths.org/public/viewer.php?obj_id=6163&amp;part="></a></td>
<td>A molarity calculation has been written out and broken up into
several pieces. Can you use the interactive tool to rearrange the
pieces of the calculation into their logical order?</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6142&amp;part=">Mixed
up mixtures</a></td>
<td>A standard calibration for a spectrophotometric assay for
lysozyme was performed and the data tabulated. The date has become
mixed up. Can you reassemble it using the interactive card
sorter?</td>
</tr>
<tr>
<td rowspan="3">Percentage, ratio and dilutions</td>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6163&amp;part=">Dilution
series calculator</a></td>
<td>In this interactive tool a bacterial solution is diluted in
four stages. Can you work out what the final concentration will be?
Practice with new questions until you understand the process.</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6165&amp;part=">Exact
dilutions</a></td>
<td>Save on the washing up! Using just three beakers can you create
dilutions of certain concentrations?</td>
</tr>
<tr>
<td><mdo:image height="30" width="30" alt="" src="interactive30x30.JPG"></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6164&amp;part=">Investigating
dilution series</a></td>
<td>Follow on from the previous question by choosing the dilutions
in each of four stages to try to match certain final targets.</td>
</tr>
<tr>
<td rowspan="1">Fractions and decimals</td>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6315&amp;part=The%20genes%20of%20Gilgamesh">
The genes of Gilgamesh</a></td>
<td>It is possible to create a genetic stock of the type that the
hero Gilgamesh was said to possess?</td>
</tr>
<tr>
<td rowspan="4">Shapes</td>
<td><mdo:image height="30" width="30" alt="" src="lips30x30.JPG"></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6155&amp;part=">Natural
Shapes</a></td>
<td>Think about the shapes that occur naturally in nature. Can you
describe and group them according to their mathematical
properties?</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6156&amp;part=">Fitting
flat shapes</a></td>
<td>Develop your understanding of area by visualising the best way
in which you can pack various shapes together most efficiently.
Does Nature pack shapes efficiently?</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6157&amp;part=">Efficient
packing</a></td>
<td>Go further that the previous question with a calculation to
pack small circles into a large square.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6162&amp;part=">Packing
3D shapes</a></td>
<td>Can you visualise or sketch the packing of the sorts of 3D
shapes which occur in nature?</td>
</tr>
<tr>
<td rowspan="5">Logarithms</td>
<td><mdo:image height="30" width="30" src="interactive30x30.JPG" alt=""></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6159&amp;part=">Power
Match</a></td>
<td>Get to grips with the meaning of logarithms by pinning the
flags onto the logarithmic targets.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6168&amp;part=">Temperature
pH</a></td>
<td>From a table of data for the dissociation constant of water at
various temperatures, work out how hot water must be to have
different pH values.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6167&amp;part=">Mixing
pH</a></td>
<td>Use the pH formula to calculate the pH and concentrations of
dilutions.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6169&amp;part=">Extreme
dissociation</a></td>
<td>Take the pH formula to its theoretical limits in these extreme
calculations.</td>
</tr>
<tr>
<td></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=6166&amp;part=">Blood
buffers</a></td>
<td>In this extended question explore how blood buffers keep the pH
levels balanced in the human body.</td>
</tr>
<tr>
<td rowspan="1">Calculus</td>
<td><mdo:image height="30" width="30" alt="" src="lips30x30.JPG"></mdo:image></td>
<td><a href="http://nrich.maths.org/public/viewer.php?obj_id=5875&amp;part=">Differential
equation matcher</a></td>
<td>Can you match these physical processes with their underlying
differential equations?</td>
</tr>
</tbody>
</table>
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<div class="framework">
<p>The problems on the bioNRICH site were created by Steve Hewson.
Please send feedback to <a href="mailto:post16.nrich@maths.org?subject=Feedback%20on%20bioNRICH">post16.nrich@maths.org</a>
. We welcome any feedback on both the parts you like and the parts
you feel need further development. This will help us to create a
really strong, FREE resource for all budding biologists.</p>
</div>
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