This semester schedule is from Andrew Snowden’s Undergraduate Seminar in Topology at MIT. February W Feb 2 Andrew Organizational meeting F Feb 4 Andrew Introduction to the fundamental group M Feb 7 Scott Paths and homotopies Umut The fundamental group W Feb 9 Kyle The fundamental group of the circle JJ Applications of previous lecture F Feb 11 Marcel Contractible and simply connected spaces Danny The fundamental group of a product M Feb 14 John Functoriality of the fundamental group Noah Homotopy equivalences W Feb 16 Rafael The fundamental group of S1 ∨ S1 Gabriel Amalgamated free products F Feb

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This assignment is from Andrew Snowden’s Undergraduate Seminar in Topology at MIT. The final paper is an approximately 10 page exposition on a topic in algebraic topology not covered in our seminar. The paper must be written in Latex (or some other flavor of Tex). You must select the topic for your paper by March 7th. I’d prefer that no two of you do the same topic, so if there’s something you’d really like to do you should tell me soon. When you know what you want to do, just send me an e-mail. Below is a list of possible

Read more →This syllabus is for Andrew Snowden’s Undergraduate Seminar in Topology at MIT. Description This course is a seminar in topology. The main mathematical goal is to learn about the fundamental group, homology and cohomology. The main non-mathematical goal is to obtain experience giving math talks. Lectures will be delivered by the students, with two students speaking at each class. There are no exams. There will be some homework assignments and a final paper. Seminar leader Andrew Snowden e-mail: asnowden at math dot mit dot edu Office: 2-175 Office hours by appointment Time and location The seminar typically meets Monday, Wednesday

Read more →In spring 2011, I ran the 18.904 seminar (Seminar in Topology). Below are some comments about how I ran the seminar and recommendations for people who will run it in the future. See also the course webpage. Organization. The class met for one hour three times a week. Each time, two students spoke for about 25 minutes each. This worked very well. I think it’s preferable to having one student speak for the entire time for a few reasons: for instance, it gives the students less to prepare for their lecture and if someone is not doing so well

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