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

10 Olympic Starters

Age 16 to 18
Challenge Level Yellow star
  • Problem
  • Student Solutions
  • Teachers' Resources

Consider some of these questions concerning the mechanics of sport. You might need more data in some cases or need to make an approximation to allow for mathematical modelling. You might be able to give precise answers or answers bounded by some reasonable error range. Be as precise as you can in your assumptions so as to convince yourself or others of the answers.

1. What if a long jumper could launch him or her self from the platform at 45 degrees with the same speed as at their standard launch angle? How far would they jump?

2. In pistol and rifle events, competitors aim at a 10-ringed target from the set distances of 10m, 25m and 50m. Do you think that marksmen need to alter their angle of aim by a measurable amount between these targets?

3. Imagine that a wind of speed 1ms$^{-1}$ is blowing parallel to the straight parts of the athletics track. Do you think that this would help or hinder a 400m sprinter?

4. What if a shot-putter could launch the shot at an angle of 45 degrees at the same speed as their usual launch angle?

5. At what speed does a pole-vaulter hit the crash mat?

6. In football, a penalty is taken 12 yards away from the goal. How good do the goalkeeper's reactions have to be?

7. A basketball free throw is taken 4.6m from the hoop. The hoop is 45.7cm in diameter, and 3.05m high. The basketball is 24cm in diameter. How precise does a player's shot have to be to ensure the ball goes in the hoop?

8. A trampolinist can jump to a height of 10m. They perform a double somersault. How quickly must they be able to rotate in order to land safely on their feet and not on their head?

9. A gymnast is swinging on a high bar. The distance between his waist and the bar is 0.90m. At the top of the swing his speed is momentarily 0ms$^{-1}$. Calculate his speed at the bottom of the swing.

10. Assuming the ball travels at a constant speed throughout, how much longer does a tennis serve to the edge of the court take to reach the baseline than a serve 'down the T'? 



 

Related Collections

  • Mechanics Mapping Document

You may also like

Decathlon: the Art of Scoring Points

How do decisions about scoring affect who wins a combined event such as the decathlon?

Secondary Sport Collection

This is our secondary collection of favourite mathematics and sport materials.

  • 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