Geometry and Topology PhD projects

This page provides a (partial) list of specific (and not so specific) PhD projects currently offered around the Geometry and Topology topic.

Identifying an interesting, worthwhile and do-able PhD project is not a trivial task since it depends crucially on the interests and abilities of the student (and the supervisor!) The list below therefore contains a mixture of very specific projects and fairly general descriptions of research interests across the School. In either case you should feel free to contact the potential supervisors to find out more if you're interested.

You should also explore the School's research groups' pages, and have a look around the homepages of individual members of staff to find out more about their research interests. You may also contact us for general enquiries.


Rational points on algebraic varieties

Group Geometry and Topology

Diophantine equations are a classical object of study in number theory. During the course of the 20th century, it was realised that one obtains a more powerful conceptual framework by considering them through a more geometric lens, namely viewing a solution to a Diophantine equation as a rational point on the associated algebraic variety.

Given an algebraic variety over a number field, natural questions are: Is there is a rational point? If yes, are there infinitely many? If also yes, can one obtain a finer quantitative description of the distribution of the rational points?

These problems are very difficult in general, but in this project the aim is to make some progress for some special classes of varieties (in particular solve some new cases of Manin’s conjecture). A popular current research theme is to consider these problems in families, such as studying the distribution of varieties in a family with a rational point, or controlling failures of the Hasse principle in families.

To solve these problems one usually uses a combination of techniques from algebraic geometry and analytic number theory, but the project could be tailored towards the preferences of the student (e.g. for a student without much knowledge of algebraic geometry).

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