PURE MTH 7023 - Pure Mathematics Topic D
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code PURE MTH 7023 Course Pure Mathematics Topic D Coordinating Unit School of Mathematical Sciences Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Course Description Please contact the School of Mathematical Sciences for further details, or view course information on the School of Mathematical Sciences web site at http://www.maths.adelaide.edu.au
Course Coordinator: Professor Mathai Varghese
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesIn 2017, the topic of this course is Differential Topology.
This course is part of the geometry/topology sequence. However, its methods also underlie part of the basic theory of partial differential equations, which appears, roughly speaking, as an infinite-dimensional extension of these ideas.
1. To prove the Whitney embedding and immersion theorems of manifolds into Euclidean space;
2. To define regular and singular values of smooth maps and outline Sard's theorem with applications;
3. To define the degree of a smooth map, the Hopf invariant, linking numbers and applications;
4. To define the (local) index of vector fields and prove the Poincare-Hopf Theorem;
5. A brief introduction to Morse theory, Morse inequalities, surgery and cobordism;
6. Framed cobordism, the Pontryagin-Thom construction and proof of the Hopf degree theorem;
7. To define and study transversality, intersection theory and Lefschetz fixed-point theorem;
8. Advanced topics from vector bundles, connections, characteristic classes, K-theory, h-cobordism theorem.
Topic A (semester 1)
Topic B (semester 1)
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
all Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
Recommended Resources1. Differential topology, V Guillemin; Alan Pollack. ISBN/ISSN: 0132126052 Englewood Cliffs, N.J : Prentice-Hall 1974, 222 pp.
2. Differential topology, Morris W. Hirsch. ISBN/ISSN: 3540901485; 0387901485 Graduate Texts in Mathematics, 33. Springer-Verlag, New York, 1994. x+222 pp.
3. Topology from the differentiable viewpoint. John W. Milnor, Based on notes by David W. Weaver. The University Press of Virginia, Charlottesville, Va. 1965 ix+65 pp.
4. Differential forms in algebraic topology. R. Bott, L. Tu. Graduate Texts in Mathematics,82. Springer-Verlag, New York-Berlin, 1982. xiv+331 pp. ISBN: 0-387-90613-4
5. Vector bundles and K-theory by Allan Hatcher
Learning & Teaching Activities
Learning & Teaching ModesThe course consists of 30 lectures and 6 assignments. The students are expected to participate actively in the lectures and complete the assignments on time (the assignments will be collected every two weeks). Upon students' need there will be extra tutorials to solve problems and to learn more details or topics beyond the lectures.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload Hours Lectures 30 114 Assignments 6 42 Total 156
Learning Activities SummaryReview (2 lectures)
Lectures per topic:
1. 2 lectures
2. 2 lectures
3. 4 lectures
4. 4 lectures
5. 6 lectures
6. 4 lectures
7. 4 lectures
8. 2 lectures
Total = 30 lectures
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Component Weighting Learning Outcomes Assignments 30% all Exam 70% all
Assessment Related RequirementsAn aggregate score of at least 50% is required to pass the course.
Distributed Due Date Weighting Assignment 1 Week 1 Week 2 5% Assignment 2 Week 3 Week 4 5% Assignment 3 Week 5 Week 6 5% Assignment 4 Week 7 Week 8 5% Assignment 5 Week 9 Week 10 5% Assignment 6 Week 11 Week 12 5%
SubmissionAssignments will be collected at the beginning of a lecture, every two weeks. Late assignments will not be accepted.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
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