Complex Projective Space - Construction

Construction

Complex projective space is a complex manifold that may be described by n + 1 complex coordinates as

Z=(Z_1,Z_2,\ldots,Z_{n+1}) \in \mathbb{C}^{n+1},
\qquad (Z_1,Z_2,\ldots,Z_{n+1})\neq (0,0,\ldots,0)

where the tuples differing by an overall rescaling are identified:

(Z_1,Z_2,\ldots,Z_{n+1}) \equiv
(\lambda Z_1,\lambda Z_2, \ldots,\lambda Z_{n+1});
\quad \lambda\in \mathbb{C},\qquad \lambda \neq 0.

That is, these are homogeneous coordinates in the traditional sense of projective geometry. The point set CPn is covered by the patches . In Ui, one can define a coordinate system by

The coordinate transitions between two different such charts Ui and Uj are holomorphic functions (in fact they are fractional linear transformations). Thus CPn carries the structure of a complex manifold of complex dimension n, and a fortiori the structure of a real differentiable manifold of real dimension 2n.

One may also regard CPn as a quotient of the unit 2n + 1 sphere in Cn+1 under the action of U(1):

CPn = S2n+1/U(1).

This is because every line in Cn+1 intersects the unit sphere in a circle. By first projecting to the unit sphere and then identifying under the natural action of U(1) one obtains CPn. For n = 1 this construction yields the classical Hopf bundle . From this perspective, the differentiable structure on CPn is induced from that of S2n+1, being the quotient of the latter by a compact group that acts properly.

Read more about this topic:  Complex Projective Space

Famous quotes containing the word construction:

    No real “vital” character in fiction is altogether a conscious construction of the author. On the contrary, it may be a sort of parasitic growth upon the author’s personality, developing by internal necessity as much as by external addition.
    —T.S. (Thomas Stearns)

    Striving toward a goal puts a more pleasing construction on our advance toward death.
    Mason Cooley (b. 1927)

    There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
    John Dewey (1859–1952)