Looking towards the GCSE applied mathematician

Abstract

I am looking forward with great enthusiasm to the arrival at advanced level of the GCSE student who has experienced a problem solving approach to mathematics through investigations. I hope examination boards are equally enthusiastic. Here for them is the opportunity to broaden their approach to syllabus content and methods of assessment. Can we hope that they are already working with this in mind? Advanced level mathematics courses, particularly in the options of applied mathematics, will need to nurture the good work of the GCSE courses and allow sixth-forms to produce a student capable of modelling real problems, in terms of sound and necessary mathematical techniques.

Mathematics and the motion of the human body

“…A number of recently published articles have dealt with aspects of mathematics as applied to the motion of the human body, [1,2,3], some with special regard to the modelling process. There seems to be a growing interest in the application of mathematics to this area and the recent introduction of A-level "Sports Studies" into some schools and sixth form colleges must help this trend.…”

“…Now / a 0-9 m and g x 10 m/s 2 , hence 9 > v 2 , giving a maximum walking speed of about 3 m/s; a not unreasonable result. The inequality Ig > v 2 shows the dependency of v upon both the length of the pivoting leg and the acceleration due to gravity. Consider first the dependency upon length of leg: clearly the shorter the leg is the lower the speed of walking.…”