Abstract
In part 1 [1] of this work we showed how modern mathematical research could, with a suitably chosen problem, be included in the first year curriculum of undergraduate mathematicians. With the use of Computer Algebra Systems, even the average undergraduate mathematician can aspire to discover interesting yet still unexplained behaviour in many areas of mathematics. Of course, interesting results still need a true expert to furnish proofs. This article continues the exploration of the so-called Buffon puzzle and demonstrates how it can be made accessible to undergraduates. Part 1 dealt with material delivered in lectures 1–12. In part 2, we describe work that can be carried out in lectures 13–24.
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