MATH 601: ALGEBRA

EMILY RIEHL

What is algebra? Is it a branch of mathematics, a method or a

frame of mind?
- Igor Schafarevich, Basic Notions of Algebra, §1

The language of categories is affectionately known as abstract

nonsense, so named by Norman Steenrod. This term is essen-
tially accurate and not necessarily derogatory: categories refer to
nonsense in the sense that they are all about the ‘structure’, and
not about the ‘meaning’, of what they represent.
-Paolo Aluffi, Algebra: Chapter 0, §I.3

Overview
The aim of this course will be to (re)introduce the basic language of modern
algebra. In the first term, we hope to cover groups and their actions, rings and their
modules, and a substantial amount of linear algebra, with these results proven in the
more general setting of modules over a commutative ring when such generaliza-
tions are possible. Our presentation will adopt a somewhat categorical viewpoint,
by which we mean that mathematical constructions admitting an interesting prop-
erty will be characterized in this way. No prior acquaintance with category theory
is assumed. The basic notions of category and functor and initial and terminal ob-
ject will be defined early in the term. A more thorough account of the meaning
of the phrase “universal property” will be presented in the middle once we have
encountered a sufficient array of examples upon which to cut our teeth.
In fact, strictly speaking no prior acquaintance with algebra is necessary as we
will present all of the relevant definitions in class. This said, our pace will be quite
rapid, so it is disingenuous to suggest that this course would serve well as a first
introduction to abstract algebra.

Course-level learning goals

By the end of the semester I hope that each of you has:
• learned a substantial amount of algebra and internalized some basic cate-
gorical language.
• strove to develop a clear, concise voice through writing solutions to the
weekly problem sets.

Date: Fall 2017.

1
2 EMILY RIEHL

• developed the habit of actively engaging with new or familiar mathemati-

cal concepts, by asking questions, seeking comparisons with related math-
ematical ideas, and searching for examples or counter-examples.
• engaged in frequent mathematical discussions with many of your class-
mates, for instance in collaborating on homework problems or reviewing
for exams.

Textbook
We will follow Paolo Aluffi’s Algebra: Chapter 0, which, unlikely the canonical
reference book (Serge Lang’s Algebra) is designed to be read from cover to cover. I
suggest that you do so, both to reinforce the material that we will discuss in lecture
but equally because Aluffi’s text is a model of clear mathematical exposition. One
of the program-level learning goals for graduate students in mathematics is to learn
to write beautifully, so that your papers compel your audience to read them. This
is not easy (particularly for those of you whose native language is not English) but
one way to get started is to read samples of model mathematical exposition.1
I hope, perhaps over-ambitiously, to cover most of chapters I-VI, with the ex-
ceptions of §I.1, §I.2, §II.10, §III.7, and §IV.6 (which is subsumed by §VI.5).
Other References:
• For more algebra: Serge Lang’s Algebra or an alternate textbook of your
choice and language preference
• For more category theory: Category theory in context, available here:
http://www.math.jhu.edu/∼eriehl/context.pdf

Course logistics

Lectures: MW 9-10:15, Bloomberg 176

Course website: http://www.math.jhu.edu/∼eriehl/601
Contact: [email protected], Krieger 312
Office hours: Tuesdays 1-3pm or by appointment
TA:. Sarah Yu, [email protected], Krieger 201, office hours: Fridays 2-3pm

What you can call me

You are welcome to address me as “Professor Riehl,” “Dr. Riehl,” or “Emily.”
I insist that my PhD students use the latter; for the rest of you, I have no strong
preference. I use she/her pronouns.

Assessment

1My other recommendation to develop your mathematical voice is to practice: write, write, write,
speak, speak, speak, LATEX, LATEX, LATEX, then repeat . . .
 MATH 601: ALGEBRA 3

Problem sets. A problem set will be due each week in class on Wednesday, with
the exception of the first Wednesday meeting and the Wednesday after the midterm.
Late homework will be accepted only with an exceptionally good excuse.
Collaboration on homework is allowed and encouraged. However, each student
must write up their solutions to the problems individually and in their own words,
and must acknowledge their collaborators by name on their written assignments.
Copying from another student or any other source is prohibited.2
Class participation requirement. To satisfy the class participation requirement,
each student must ask one question or make one comment in class at least once
before the midterm and at least once after the midterm. An acceptable question is:
“would you remind us what X means.”3 I will do everything I can to help everyone
satisfy the class participation requirement.
Exams. There will be an in-class midterm exam on Monday, October 23 and a
final exam to be scheduled early in exam period.4 Both exams will be designed
to simulate the graduate qualifying exam in algebra,5 though the questions will be
restricted to the material that we will have covered up to that point. Both exams
will be graded “pass” (full credit), “attempted” (partial credit), “absent” (no credit).
The exams will be hard; in particular, it will not be necessary to solve all of the
problems to pass the exam.
Course grades. A numerical grade will be assigned based on the following for-
mula:6
• Any student who passes the final exam and attempts the midterm exam
will receive their cumulative problem set score as their final grade.
• Any student who passes the midterm exam and attempts the final exam
will receive 95% of their cumulative problem set score as their final grade.
• Any student who attempts both exams will receive 90% of their cumula-
tive problem set score as their final grade.
• Any student who does not attempt an exam or who does not complete a
substantial portion of the homework will receive an incomplete.
Dept. of Mathematics, Johns Hopkins Univ., 3400 N. Charles Street, Baltimore, MD 21218
E-mail address: [email protected]

2The policies of the Johns Hopkins Ethics Guide will apply to this course.
3In the not unlikely event that I don’t in fact remember what X means, an acceptable comment
would be the answer to this question. One of the reasons the categorical point of view appeals so
strongly to me is I find it makes mathematics easier to remember.
4The registrar-designated time for our final exam is Thursday, December 21 from 9am-12pm. I
would prefer to finish our course sooner than this.
5Disclaimer: I personally have nothing to do with the writing of the qualifying exam.
6At this point I feel compelled to point out that no one has even asked to see my grades from grad-
uate school, so, in my opinion, numerical grades are not particularly important. The point of taking
a graduate mathematics course is to learn something, and the structure of the course assignments are
designed to facilitate that aim. That said, the register asks me to assign grades, and so I will.