Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Dolly Dolphin

Age 14 to 16
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions

Answer: 7.5 m/s


Using the speed-distance-time relationship
average speed = total distance travelled $\div$ total time taken

2 minutes = 120 seconds at 6 metres/second, Dolly swims 120$\times$6 = 720 metres.

Against 2 m/s current: 6 m/s
No current: 8 m/s
With 2 m/s current: 10 m/s

Travelling 720 metres at 10 m/s will take 72 seconds.

Total distance: 720 + 720 = 1440 metres
Total time: 120 + 72 = 192 seconds.

Average speed of 1440 $\div$ 192 = 360 $\div$ 48 = 45 $\div$ 6 = 7.5 m/s.


Swimming 30 metres each way
Against 2 m/s current: 6 m/s
No current: 8 m/s
With 2 m/s current: 10 m/s

30 metres is a multiple of 6 metres and of 10 metres
30 = 6$\times$5 so 30 metres takes 5 seconds on the way
30 = 3$\times$10 so 30 metres takes 3 seconds on the way back

Total 60 metres takes 8 seconds so average speed is 60$\div$8 = 7.5


Using a graph
Green: upstream, 6 m/s
Red: downstream, 10 m/s 

  

On a speed-time graph, the area represents the distance travelled
Green area + Red area = total distance travelled.

On the two graphs below, the difference between the heights is split into two parts.
The yellow rectangle is moved and reshaped into the first 120 seconds without changing the area and the heights are the same. This represents finding the average speed, because now the same distance is travelled in the same amount of time, but without changing speed.
   

The two yellow rectangles are equal in area, and have bases 120 and ?.
The red and green rectangles in the first diagram are also equal in area with bases 120 and ?.
So the ratio between the heights of the yellow rectangles must be the same as the ratio between the heights of the green and red rectangles.

So $k:4-k$ is equivalent to $6:10$
$k+4-k=4$ and $6+10=16$, so since $16$ is $4$ times bigger than $4$, everything in the ratio $6:10$ is $4$ times bigger than everything in the ratio $k:4-k$.

So $k=6\div4=1.5$, and so the average speed is $6+1.5=7.5$ m/s.


 
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Burning Down

One night two candles were lit. Can you work out how long each candle was originally?

Percentage Unchanged

If the base of a rectangle is increased by 10% and the area is unchanged, by what percentage is the width decreased by ?

Digit Sum

What is the sum of all the digits in all the integers from one to one million?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo