Undergraduate Programme and Module Handbook 2018-2019 (archived)

# Module MATH3281: TOPOLOGY III

## Department: Mathematical Sciences

### MATH3281: TOPOLOGY III

Type | Open | Level | 3 | Credits | 20 | Availability | Available in 2018/19 | Module Cap | Location | Durham |
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#### Prerequisites

- Complex Analysis II (MATH2011) AND Analysis in Many Variables II (MATH2031) AND Algebra II (MATH 2581).

#### Corequisites

- None.

#### Excluded Combination of Modules

- Topology IV (MATH4021).

#### Aims

- To provide a balanced introduction to Point Set, Geometric and Algebraic Topology, with particular emphasis on surfaces and knots.

#### Content

- Topological Spaces and Continuous Functions: Topology on a set, open sets, closed sets, limit points and closure, examples of topologies.
- Compactness and Connectedness.
- Topological groups and group actions.
- The Orthogonal groups. The Fundamental Group: calculation for circle, homotopy type, homotopy equivalence.
- Generators and relations of groups, Tietze theorem, Van Kampen's theorem.
- Compact surfaces, classical knots, basic knot invariants.

#### Learning Outcomes

Subject-specific Knowledge:

- By the end of the module students will: be able to solve novel and/or complex problems in Topology.
- have a systematic and coherent understanding of theoretical mathematics in the field of Topology.
- have acquired a coherent body of knowledge of these subjects demonstrated through one or more of the following topic areas: Topological spaces.
- Topological Groups and group actions.
- Fundamental group, homotopy type.
- Group presentations and Van Kampen's Theorem.
- Surfaces and Knots.

Subject-specific Skills:

- In addition students will have specialised mathematical skills in the following areas which can be used with minimal guidance: Spatial awareness.

Key Skills:

#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

- Lectures demonstrate what is required to be learned and the application of the theory to practical examples.
- Assignments for self-study develop problem-solving skills and enable students to test and develop their knowledge and understanding.
- Formatively assessed assignments provide practice in the application of logic and high level of rigour as well as feedback for the students and the lecturer on students' progress.
- The end-of-year examination assesses the knowledge acquired and the ability to solve predictable and unpredictable problems.

#### Teaching Methods and Learning Hours

Activity | Number | Frequency | Duration | Total/Hours | |
---|---|---|---|---|---|

Lectures | 42 | 2 per week for 20 weeks and 2 in term 3 | 1 Hour | 42 | |

Problems Classes | 8 | Four in each of terms 1 and 2 | 1 Hour | 8 | |

Preparation and Reading | 150 | ||||

Total | 200 |

#### Summative Assessment

Component: Examination | Component Weighting: 100% | ||
---|---|---|---|

Element | Length / duration | Element Weighting | Resit Opportunity |

three-hour end of year examination | 100% |

#### Formative Assessment:

Eight written assignments to be assessed and returned. Other assignments are set for self-study and complete solutions are made available to students.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University