Units: 3 Advisory: Completion of ENGL 50 Hours: 54 lecture General principles and fundamental facts of astronomy associated with planetary systems. Includes historical developments of planetary astronomy, basic principles of planetary system observations and analysis, and general concepts for interpreting the night sky with charts and almanacs. Particular detail given to the formation, evolution, and current condition of the Sun and Solar System, as well as current knowledge of other planetary systems. (CSU, UC) ASTR 0005. Introduction to Stars, Galaxies, and the Universe Units: 3 Advisory: Completion of ENGL 50 Hours: 54 lecture General principles and fundamental facts of astronomy emphasizing stars, galaxies, and the universe. Includes historical developments of astronomy, basic principles of astronomical observations and analysis, and general concepts for interpreting the night sky with charts and almanacs. Particular detail given to structure and evolution of stars, general characteristics of deep sky objects (star clusters, nebulae, and galaxies), large-scale structure of the Universe, and cosmology. (CSU, UC) ASTR 0007. Life in the Universe Units: 3 Formerly known as INT 11 Hours: 54 lecture Study of the emerging discipline of astrobiology. Designed for science and non-science majors. Relevant principles of biology, astronomy, and earth science used in searching for life in the universe. Includes cultural and philosophical implications of life existing elsewhere in the universe. (CSU, UC) ASTR 0010. Elementary Astronomy Units: 3 Advisory: Completion of ENGL 50 Hours: 54 lecture General principles and the fundamental facts of astronomy. Includes historical developments of astronomy, the formation, evolution and current condition of sun and solar system, stellar structure and evolution, deep sky objects (star clusters, nebulae, galaxies), structure of universe, and cosmology. Not open to students who have successfully completed both ASTR 2 and ASTR 5. (CSU, UC) ASTR 0011. Observational Astronomy Unit: 1 Prerequisite: Completion with grade of "C" or better, or concurrent enrollment in, ASTR 2, 5, or 10 Advisory: Completion of ENGL 50 Hours: 54 laboratory Basic interpretation of astronomical observations through telescopes, binoculars, computers, cameras, and other simple measuring equipment. Use of planetarium to facilitate recognition of constellations, stars, planetary motions, and study coordinate systems and celestial motions. Development of observational skills to study outdoor sky and outcomes of indoor laboratory experiments. Emphasis on quantitative and qualitative analysis of variety of astronomical data. (CSU, UC) ASTR 0014. Astrophotography and Imaging Unit: 1 Prerequisite: Completion with grade of "C" or better, or concurrent enrollment in, ASTR 2, 5, or 10 Advisory: Completion of ENGL 50 Hours: 54 laboratory Basic principles and practices of astrophotography and image processing. Astronomical observations and data collection associated with the use of telescopes, binoculars, computers, cameras, and other related equipment. Development of observational techniques and data analysis procedures for the study of the outdoor sky with related indoor experiments and studies. Particular emphasis placed on quantitative and qualitative analysis of a variety of astronomical data collected with cameras. NOTE: About 5 nights of activities will be required. (CSU, UC) ASTR 0025. Frontiers in Astronomy Units: 3 Prerequisite: Completion of ASTR 5 or 10 with grade of "C" or better Hours: 54 lecture Topics at the forefront of astronomical research including an in-depth look beyond introductory astronomy. Emphasis on theoretical principles and supporting observational data. Includes relativity and warped spacetime, black holes, dark matter, quasars, gravitational waves, grand unified and super symmetry theories, and other recent developments in cosmology. (CSU, UC) ASTR 0028. Independent Study Units: 1-3 Designed for students interested in furthering their knowledge at an independent study level in an area where no specific curriculum offering is currently available. Independent study might include, but is not limited to, research papers, special subject area projects, and research projects. See Independent Study page in catalog. (CSU, UC-with unit limitation)

The Departments of Physics and Astronomy offer an interdepartmental major in Astrophysics which combines the Physics major with a foundation of course work in Astronomy. The goal of the major is to provide a rigorous and organized program of study for students wishing to pursue graduate study in astronomy or astrophysics and for those who would like a coordinated astronomy extension to the physics major. Modern astrophysics is the application of physics and mathematics to the study of the universe, and hence there is necessarily a very close connection between physics and astronomy. For students interested in attending graduate school in astronomy, a thorough grounding in mathematics and physics is absolutely essential. The interdisciplinary nature of astrophysics makes it appropriate that this major does not reside in just one department. Although thorough preparation in physics is at the core of an astrophysicist's training, a strong astronomical background is fundamental as well. Our students who have done well in astronomy graduate school report that a solid basis in astronomy has been crucial preparation for their teaching responsibilities as graduate students. It also provides them with a broader overview of the discipline than they would have if they had studied only physics before attending graduate school. In addition to the nine courses required for the Physics major, an Astrophysics major takes four courses in the Astronomy Department: an introductory-level course to provide a broad background (Astronomy 101), a 200-level observing techniques course to introduce modern observational techniques (Astronomy 206, Basic Astronomical Techniques with Lab), as well as any two 300-level courses in Astronomy: e.g., Astronomy 301 (Advanced topics in Astronomy and Astrophysics), Astronomy 303 (Advanced Planetary Geology), Astronomy 311 (Advanced Astrophysics), Astronomy 323 (Advanced Planetary Atmospheres and Climates), or 350/360/370 (Individual Study/Senior Thesis). The total course load is no larger than for several other interdepartmental majors and it provides more focused preparation for graduate school, and fewer course requirements, than a double major in physics and astronomy. The Director of the Astrophysics program is the Chair of the Department of Astronomy. Professor Glenn Stark is currently the Physics Department's liaison to the program. All students electing to major in Astrophysics have two faculty advisors - one each from the Physics and Astronomy Departments.

Because most jobs are in basic research and development, a doctoral degree is the usual educational requirement for astronomers. Master's degree holders qualify for some jobs in applied research and development, whereas bachelor's degree holders often qualify as research assistants or for other occupations related to astronomers. Education and Training A PhD degree in physics or closely related fields is typically required for basic research positions, independent research in industry, faculty positions, and advancement to managerial positions. This prepares students for a career in research through rigorous training in theory, methodology, and mathematics. Additional experience and training in a postdoctoral research appointment, although not required, is important for astronomers aspiring to permanent positions in basic research in universities and government laboratories. Many astronomy PhD holders ultimately teach at the college or university level. Holders of a bachelor's or a master's degree in astronomy often enter an unrelated field. However, they are also qualified to work in planetariums running science shows, to assist astronomers doing research, and to operate space-based and ground-based telescopes and other astronomical instrumentation. Other Qualifications Mathematical ability, problem-solving and analytical skills, an inquisitive mind, imagination, and initiative are important traits for anyone planning a career in astronomy. Work Environment Most astronomers do not encounter unusual hazards in their work. Astronomers who make observations with ground-based telescopes may spend many hours working in observatories; this work usually involves travel to remote locations and may require working at night. Astronomers whose work depends on grant money often are under pressure to write grant proposals to keep their work funded. Astronomers may need to work at odd hours to observe celestial phenomena, particularly those working with ground-based telescopes.

Venice, CA MISSION STATEMENT You have unlimited potential and the desire to live up to it. You are hungry to learn and take your skills to the next level. The fire inside of you to fly in the face of fear and destroy convention creates demand for yourself, our clients and space150. As a Junior Design Intern, you help develop breakthrough concepts and create visual solutions for integrated marketing campaigns. You collaborate with more experienced creatives who will guide your work through execution and launch. What you lack in experience, you make up for with your drive. You ask for nothing but you give everything. You have a head full of ideas and a heart full of courage. You see every assignment as an opportunity to showcase your considerable talent to make anything great. ACCOUNTABILITIES Works with more senior staff to ensure that creative exceeds space150 and clients’ expectations Creates and executes award-winning work that achieves clients’ objectives Develops and implements designs according to creative direction from senior creative staff Designs mood boards, comps (with and without wireframes), concept sketches, presentation decks and storyboards under direction of the project’s creative lead Expands personal knowledge of design and current state-of-the-art techniques Begins to understand digital best practices Desire to learn and understand production process (e.g. optimizing graphics, compression settings and file size and image optimization) Seeks out mentors and feedback in order to advance craft and career BACKGROUND 0-1 years of digital and/or graphic design experience Strong creative portfolio Ability to understand different visual styles/tones using latest creative software Curiosity for new technologies and emerging trends Highly responsible, collaborative and self-motivated See opportunities and capitalize on them Works enthusiastically, respectfully and collaboratively with other project team members, has a clear understanding of how a project team operates, their responsibilities throughout a project and what is expected in critiques and team meetings

Cool Space & Astronomy Science Fair Project Ideas Follow the movement of stars in the night sky. Create a model mars rover that can handle rocky surfaces. Study the phases of the moon. Discuss the idea of life on another planet. What kind of affect does solar weather have on Earth? Study the Big Bang theory. Make your own constellations from stars in the night sky. Research the chances of Earth being hit by a large asteroid in the next 100 years. Study the lifespan of the sun relative to other stars. Research Halley’s Comet. Make a sundial to help you tell the time. How does the temperature vary from the center of the sun to the surface? Why do planets orbit the sun in an elliptical shape? Is it possible for two planets in our solar system to collide? How big does an object need to be for it to not totally disintegrate when traveling through Earth’s atmosphere? Make an argument that black holes don’t exist. Why is there a higher concentration of stars in some parts of the night sky relative to others? Study different types of stars including how they end their life cycles.

In this article, we talk about the construction of a sidereal pointer. It is an instrument that allows you to localize each celestial object in the night sky, just knowing its coordinates. Difficulty: Elementary school This science fair project was performed to find the best way of collecting and observing micrometeorites. The samples were collected from a roof, the leaf of an outdoor plant and rain water. Solar storms can affect the Earth's magnetic field causing small changes in its direction at the surface which are called 'magnetic storms'. A magnetometer operates like a sensitive compass and senses these slight changes. The soda bottle magnetometer is a simple device that can be built for under $5.00 which will let students monitor these changes in the magnetic field that occur inside the class Difficulty: High school Hipparchus, who used an eclipse of the Moon to deduce the precession of the equinoxes (here), used a total eclipse of the Sun-probably in 129 BC-to estimate how far the Moon was. That distance had also been derived from a lunar eclipse by Aristachus-see here. Have you ever wondered what makes a star twinkle? On the next clear night look at a bright star. How many blinks does it make in 10 seconds? Look at the moon, an airplane or a bright planet at night. Do these objects twinkle? Sundials are the oldest way to tell time. The position of the sun changes during the day. The sun doesn't move; the Earth rotates around the sun, making it seem like the sun rises in the east and sets in the west. As the sun goes across the sky, the post in the center of the sundial casts a shadow on a circular plate. Marks on the plate tell you what time it is. It's just like reading a clock! Demonstrate that seasons exist because of the tilt of the earth and its impact on the intensity of the sunlight at a given location. The earth is approximately 150, 000, 000 km from the sun. This distance varies somewhat with the seasons because of Earth's elliptical orbit. Yet, a simple instrument can be constructed which will provide measurement data that permits a relatively accurate measurement of the sun's diameter. In ancient times, people did not understand the objects in the sky, how they moved or what they were. They did not know what a comet was, where it came from, or where it went. A large comet is a spectacular sight and inspired both awe and fear in primitive peoples.

The crew has been selected, and research studies confirmed for the 2017 mission of the University of Hawaiʻi at Mānoa’s Hawaiʻi Space Exploration Analog and Simulation (HI-SEAS). At approximately 3:30 p.m. on January 19, 2017, six astronaut-like crewmembers will enter a geodesic dome atop Mauna Loa on the island of Hawaiʻi as part of an eight-month research study of human behavior and performance. The NASA-funded project aims to help determine the individual and team requirements for long-duration space exploration missions including travel to Mars. HI-SEAS principal investigator and UH Mānoa Professor Kim Binsted is proud of the project’s contribution to understanding human behavior and performance in space. “Since 2012, HI-SEAS has been contributing to NASA’s plans for long-duration space exploration. We are an international collaboration of crew, researchers and mission support, and I’m proud of the part we play in helping reduce the barriers to a human journey to Mars.” During the eight-month HI-SEAS Mission V the crew will perform exploration tasks such as geological fieldwork and life systems management. The isolated and confined conditions of the mission, including 20-minutes of delayed communication and partial self-sufficiency, have been designed to be similar to those of a planetary surface exploration mission. Daily routines include food preparation from only shelf-stable ingredients, exercise, research and fieldwork aligned with NASA’s planetary exploration expectations. Under the watchful eye of the research team and supported by experienced mission control, the crew will participate in eight primary and three opportunistic research studies. The NASA-funded primary research will be conducted by scientists from across the U.S. and Europe who are at the forefront of their fields. The primary behavioral research includes a shared social behavioral task for team building, continuous monitoring of face-to-face interactions with sociometric badges, a virtual reality team-based collaborative exercise to predict individual and team behavioral health and performance and multiple stress, cognitive countermeasure and monitoring studies. The HI-SEAS Mission V (2017) crew Top row, from left: Ansley Barnard, Samuel Payler and Laura Lark. Bottom row, from left: Joshua Ehrlich, James Bevington and Brian Ramos. Ansley Barnard is an engineer from Reno, Nevada who has worked for NASA and Boeing on advanced composite structures and has designed aerodynamic bodywork for cars racing in the 100th Indy 500. She has a BS in aeronautics and astronautics from the University of Washington. Prior to HI-SEAS, she worked in engineering optimization for Ford Motor Company. Samuel Payler is a doctoral candidate at the UK Centre for Astrobiology, University of Edinburgh. He has been involved with a number of analog programs including NASA’s BASALT program, the MINAR project and BISAL which is the world’s first deep subsurface astrobiology laboratory. He has an MSci from the University of Birmingham and prior to HI-SEAS was researching life in hypersaline deep subsurface environments. Laura Lark is a computer scientist who grew up on a small farm in unincorporated Whatcom County, Washington. She has a BS in computer science from Brown University and, prior to joining the HI-SEAS crew, spent five years as a software engineer at Google working on search serving and indexing infrastructure. Joshua Ehrlich is a systems engineer for Lockheed Martin working on test and verification of the Orion European Service Module. He has a BS in aerospace engineering from the University of Florida and an MS in mechanical engineering from Embry-Riddle Aeronautical University. His previous work experience includes integration and testing on both the SpaceX Falcon 9 launch vehicle and Veggie and Advanced Plant Habitat payloads at NASA’s Kennedy Space Centre. James Bevington is a freelance researcher with a passion for space. He has a BSC from the University of Tennessee, an MSc from the University of Georgia and an MSc from the International Space University. Prior to HI-SEAS he was a visiting researcher at International Space University and a consultant for Northwestern University. Brian Ramos is a Portuguese-American with dual engineering degrees in biomedical and electrical engineering. He also has a master’s degree in international space studies from the International Space University. Prior to joining HI-SEAS his professional experience included project work at NASA’s Johnson Space Centre and work with Engineering World Health to repair media equipment in Rwanda. HI-SEAS Mission V follows the successful 12-month Mission in the company of a small group of analogs capable of operating very long duration missions in isolated and confined environments similar to Mars500, Concordia and the International Space Station.

Organized by the network will be held from 29 June 2009 until 10 July 2009 in Paris, France. Scientific rationale Our current understanding of accretion onto black holes and neutrons stars has greatly evolved in the past 20 years, thanks in large part to the large amount of scientific data available at all wavelengths. In the high energy range (X- and gamma-ray) these advanced have been made possible by satellites such as XMM-Newton, Chandra, INTEGRAL, RXTE, Swift, and Suzaku, while new missions, like the Fermi Gamma-Ray Observatory, promise new discoveries. The same is true for radio astronomy with many discoveries from the existing world-leading radio-astronomical observatories such the ATCA, the VLA, the VLBA, the EVN, and MERLIN, with a range of major planned upgrades to these facilities, plus additional facilities planned and under construction. Clearly, given these developments, the need for more researchers to exploit the enormous volume of available and upcoming scientific data, both by analyzing these data and interpreting them, is pressing. In this context, we announce an international summer school to provide young researchers the necessary expertise/skill to independently conduct data-analysis relating to high energies and radio astrophysics. The school will focus on X-ray/Gamma-ray and radio data analysis, with one week for each topic. The program will cover a mixture of practical hands-on data analysis sessions (using, for example, AIPS, Miriad, HEADAS, CIAO and XMM-SAS), and will also include some science talks and complementary skills training. Priority will be given to hands-on sessions of data-analysis. Expected lecturers include: K. Blundell (UK), G. Hermann (D), C. Lang (USA), F. Lebrun (F), F. Longo (I), J.C. Lee (USA), C. Motch (F.), M.A. Nowak (USA), Z. Paragi (NL), E. Ros (D/E), A. Siemiginowska (USA), M. van der Klis (NL). The audience targeted by the school is primarily PhD students, and possibly post-docs. We have chosen a 2-week duration to allow a wide coverage of the scientific topics, as well as ample time for discussions and practice. Here is a link to the registration. Committees SOC : T. Belloni (Italy), K. Blundell (UK), A. Celotti (Italy), S. Corbel (Chair, France), E. Kalemci (Turkey), J. Lee (USA), J. McEnery (USA), S. Markoff (Netherlands), J. Rodriguez (France), P. Uttley (UK), J. Wilms (Germany)

I know my way around the British university system best. Other answers cover the options in continental Europe fairly thoroughly so I won't deal with those particularly, though ETH Zurich is widely acknowledged as a particularly high quality institution. As an aside though, you should be careful about international league tables which are principally focused on assessing research. Look at national tables if you want to know about teaching quality. Any serious physics programme will be able to train your brother in those disciplines. The best in the UK (definitely), Europe (almost certainly), and the world (possibly) is Cambridge - although you won't JUST be studying physics for at least the first year or two of the course: it's Natural Sciences which means you have to take a couple of other options (if you do, say, Computer Science and Materials Science alongside physics and maths it'll still be pretty physics-y). By third year you're specialised, e.g. in astrophysics. As for the rest, well, people are sometimes surprised by who's in the top ten. Oxford and Imperial are of course there, and St. Andrews and Durham consistently perform well (Durham's largest department is physics). Edinburgh, Manchester, University College London, and Birmingham are very significant also. Those are all in the top 100 in the international rankings too, incidentally. Some of them however haven't quite built up the sort of international brand recognition that Oxford, Cambridge, and Imperial have though.

The two terms are generally linked when naming scientific journals covering the subject and graduate science departments because most professional astronomers have graduate degrees in physics. As a result we include astronomy jobs and astrophysics jobs in one category and have a separate category for space physics jobs. The discovery that the universe is expanding was an astronomical advance, that piqued interest in astronomy and astrophysics careers worldwide. The theoretical equation relating the speed of a star with its redshift is an achievement atributed to career astrophysicists. Likewise, radio astronomy was responsible for the discovery of cosmic microwave background radiation (CMBR), but astrophysics showed the connection between CMBR and the Big Bang. In 1000 BC, using visible light, Chinese astronomers measured the difference between the location of the sun on the shortest day and the longest day to measure the tilt of Earth's rotational axis. So the overlap of careers in astronomy and astrophysics is quite prevalent. In addition to all of the electromagnetic spectrum, career astronomers now use neutrinos from the Sun and supernovae with detectors placed underground. There are also interferometers that respond to gravitational radiation instead of light, with arms that are 4 km long, to detect the gravity waves of general relativity. There are a great many amateur astronomers and societies. A common activity is called star hopping, which involves locating faint stars, galaxies, and other celestial objects with the help of star charts and bright stars. Amateur astronomers often contribute to the lifework of career astronomers by monitoring the changes in brightness of variable stars, tracking asteroids, discovering comets, and observing occultations. Dark matter and dark energy are hypothetical concepts whose existence is indicated by recent discoveries. Matters of current interest to career astrophysicists are the dynamics of stellar evolution, galaxy formation, black holes, and the origin of cosmic rays. Until very recently, the largest structures were thought to be superclusters of galaxies, which are bigger than clusters of galaxies. Now, there are voids, filaments and walls of galaxies, and gaseous structures 400, 000 light years across. With all these new and exciting discoveries, its no wonder we have an abundance of astronomy jobs and astrophysics jobs listed on our boards.