• Study Resource
  • Explore Categories
    • Arts & Humanities
    • Business
    • Engineering & Technology
    • Foreign Language
    • History
    • Math
    • Science
    • Social Science

    Top subcategories

    • Advanced Math
    • Algebra
    • Basic Math
    • Calculus
    • Geometry
    • Linear Algebra
    • Pre-Algebra
    • Pre-Calculus
    • Statistics And Probability
    • Trigonometry
    • other →

    Top subcategories

    • Astronomy
    • Astrophysics
    • Biology
    • Chemistry
    • Earth Science
    • Environmental Science
    • Health Science
    • Physics
    • other →

    Top subcategories

    • Anthropology
    • Law
    • Political Science
    • Psychology
    • Sociology
    • other →

    Top subcategories

    • Accounting
    • Economics
    • Finance
    • Management
    • other →

    Top subcategories

    • Aerospace Engineering
    • Bioengineering
    • Chemical Engineering
    • Civil Engineering
    • Computer Science
    • Electrical Engineering
    • Industrial Engineering
    • Mechanical Engineering
    • Web Design
    • other →

    Top subcategories

    • Architecture
    • Communications
    • English
    • Gender Studies
    • Music
    • Performing Arts
    • Philosophy
    • Religious Studies
    • Writing
    • other →

    Top subcategories

    • Ancient History
    • European History
    • US History
    • World History
    • other →

    Top subcategories

    • Croatian
    • Czech
    • Finnish
    • Greek
    • Hindi
    • Japanese
    • Korean
    • Persian
    • Swedish
    • Turkish
    • other →
 
Profile Documents Logout
Upload
Daily Lesson Plan Format For Vertical Team - bcps-ap-math
Daily Lesson Plan Format For Vertical Team - bcps-ap-math

... Notes: Power Point: “What is a polygon?” (closed-sided figure, 3 sides or more, straight sides), what is a quadrilateral? (4-sided polygon), name other polygons (triangle, hexagon, heptagon, etc), what does it mean for a polygon to be convex/concave? (convex – sides out, concave – some sides may “ca ...
No Slide Title - Cobb Learning
No Slide Title - Cobb Learning

7. A1 -homotopy theory 7.1. Closed model categories. We begin with
7. A1 -homotopy theory 7.1. Closed model categories. We begin with

Geometry Curriculum Map/Pacing Guide
Geometry Curriculum Map/Pacing Guide

Lesson Plans for Nathan Prange, 010
Lesson Plans for Nathan Prange, 010

Find A B C D - + - ABC D
Find A B C D - + - ABC D

Geometry 7.4 45-45-90 and 30-60-90 Triangles
Geometry 7.4 45-45-90 and 30-60-90 Triangles

ROCKY FORD CURRICULUM GUIDE SUBJECT: Geometry GRADE
ROCKY FORD CURRICULUM GUIDE SUBJECT: Geometry GRADE

... ii. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the ...
GEOMETRY 2.6 Proving Geometric Relationships
GEOMETRY 2.6 Proving Geometric Relationships

... If two angles are complementary to the same angle, or to congruent angles, then the angles are congruent. The proof of this theorem is very similar to the proof we just wrote Example ...
Similar - TeacherWeb
Similar - TeacherWeb

... Similar figures have the same shape, but not necessarily the same size. ...
11-4 PPT
11-4 PPT

foundations of algebraic geometry class 38
foundations of algebraic geometry class 38

Intuitive Geometry S1 Practice
Intuitive Geometry S1 Practice

Name: Date: In the exercises below , use the diagram to the right
Name: Date: In the exercises below , use the diagram to the right

NJ DOE Unit 2_Grade 3
NJ DOE Unit 2_Grade 3

... To find the height of a lamppost at a park, Rachel placed a mirror on the ground 20 feet from the base of the lamppost. She then stepped back 4 feet so that she could see the top of the lamp post in the center of the mirror. Rachel's eyes are 5 feet 6 inches above the ground. What is the height, in ...
R.Manchanda`s - Planet Future
R.Manchanda`s - Planet Future

Geometry B - Arkansas Department of Education
Geometry B - Arkansas Department of Education

... students are engaged in problematic situations in which they form conjectures, determine the validity of these conjectures, and defend their conclusions to classmates. Students will use physical models and appropriate technology throughout this course in their investigations. It is strongly recommen ...
GEOMETRIC CONSTRUCTIONS AND ALGEBRAIC FIELD
GEOMETRIC CONSTRUCTIONS AND ALGEBRAIC FIELD

MATH - Amazon Web Services
MATH - Amazon Web Services

1 - beery
1 - beery

GEOMETRY SYLLABUS Geometry Unit Descriptions Mathematical
GEOMETRY SYLLABUS Geometry Unit Descriptions Mathematical

Geometry B Course
Geometry B Course

Every set has its divisor
Every set has its divisor

An Introduction to K-theory
An Introduction to K-theory

Geometry Lesson 4.3.notebook
Geometry Lesson 4.3.notebook

< 1 ... 18 19 20 21 22 23 24 25 26 ... 45 >

Algebraic geometry



Algebraic geometry is a branch of mathematics, classically studying zeros of multivariate polynomials. Modern algebraic geometry is based on the use of abstract algebraic techniques, mainly from commutative algebra, for solving geometrical problems about these sets of zeros.The fundamental objects of study in algebraic geometry are algebraic varieties, which are geometric manifestations of solutions of systems of polynomial equations. Examples of the most studied classes of algebraic varieties are: plane algebraic curves, which include lines, circles, parabolas, ellipses, hyperbolas, cubic curves like elliptic curves and quartic curves like lemniscates, and Cassini ovals. A point of the plane belongs to an algebraic curve if its coordinates satisfy a given polynomial equation. Basic questions involve the study of the points of special interest like the singular points, the inflection points and the points at infinity. More advanced questions involve the topology of the curve and relations between the curves given by different equations.Algebraic geometry occupies a central place in modern mathematics and has multiple conceptual connections with such diverse fields as complex analysis, topology and number theory. Initially a study of systems of polynomial equations in several variables, the subject of algebraic geometry starts where equation solving leaves off, and it becomes even more important to understand the intrinsic properties of the totality of solutions of a system of equations, than to find a specific solution; this leads into some of the deepest areas in all of mathematics, both conceptually and in terms of technique.In the 20th century, algebraic geometry has split into several subareas. The main stream of algebraic geometry is devoted to the study of the complex points of the algebraic varieties and more generally to the points with coordinates in an algebraically closed field. The study of the points of an algebraic variety with coordinates in the field of the rational numbers or in a number field became arithmetic geometry (or more classically Diophantine geometry), a subfield of algebraic number theory. The study of the real points of an algebraic variety is the subject of real algebraic geometry. A large part of singularity theory is devoted to the singularities of algebraic varieties. With the rise of the computers, a computational algebraic geometry area has emerged, which lies at the intersection of algebraic geometry and computer algebra. It consists essentially in developing algorithms and software for studying and finding the properties of explicitly given algebraic varieties.Much of the development of the main stream of algebraic geometry in the 20th century occurred within an abstract algebraic framework, with increasing emphasis being placed on ""intrinsic"" properties of algebraic varieties not dependent on any particular way of embedding the variety in an ambient coordinate space; this parallels developments in topology, differential and complex geometry. One key achievement of this abstract algebraic geometry is Grothendieck's scheme theory which allows one to use sheaf theory to study algebraic varieties in a way which is very similar to its use in the study of differential and analytic manifolds. This is obtained by extending the notion of point: In classical algebraic geometry, a point of an affine variety may be identified, through Hilbert's Nullstellensatz, with a maximal ideal of the coordinate ring, while the points of the corresponding affine scheme are all prime ideals of this ring. This means that a point of such a scheme may be either a usual point or a subvariety. This approach also enables a unification of the language and the tools of classical algebraic geometry, mainly concerned with complex points, and of algebraic number theory. Wiles's proof of the longstanding conjecture called Fermat's last theorem is an example of the power of this approach.
  • studyres.com © 2026
  • DMCA
  • Privacy
  • Terms
  • Report