The artificial glow of the night sky is a form of light pollution; its global change over time is not well known. Developments in lighting technology complicate any measurement because of changes in lighting practice and emission spectra. We investigated the change in global sky brightness from 2011 to 2022 using 51,351 citizen scientist observations of naked-eye stellar visibility. The number of visible stars decreased by an amount that can be explained by an increase in sky brightness of 7 to 10% per year in the human visible band. This increase is faster than emissions changes indicated by satellite observations. We ascribe this difference to spectral changes in light emission and to the average angle of light emissions.

Poor quality lighting not only impedes astronomy research and our right to see a starry night sky, but creates safety issues, affects human circadian sensitivities, disrupts ecosystems, and wastes billions of dollars/year in energy consumption. It also leads to excess carbon emissions. How do you change the mindset of society that is used to turning night into day? You educate the next generation on quality lighting. As an outcome of the International Year of Light 2015, the U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching (QLT) Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-14 year olds, but can be expanded to younger and older. All materials are in English and Spanish. Most of the activities can be done within in a few minutes during class or afterschool in the form of stations or as stand-alones. Everything one needs for the six activities is included. Tutorial videos on how to do the activities can be found at www.noao.edu/education/qltkit.php. Ninety-two kits have been distributed to 32 countries with the help of SPIE–The International Society for Optical Engineering, CIE–International Commission on Illuminations, OSA–The Optical Society, IDA–the International Dark Sky Association, and the IAU OAD–Office of Astronomy Development. Highlights from the initial program evaluation will be discussed.

Abstract The “Turn on the Night” associated event had presentations on the latest dark skies protection issues considered by the IAU’s Dark and Quiet Skies working groups. Presentations were also made on dark skies education programs and cultural/scientific heritage.

In this white paper, we will outline threats to astronomy in the areas of light pollution, radio interference, and space debris, and we will specify key principles and policy points that the AAS and other advocates can use in mitigating these threats.

AbstarctThe U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-16 year olds. As part of the IAU100 celebration, the kits will be manufactured and made available to observatories and communities around the world.

The transition from earlier lighting technologies to white light-emitting diodes (LEDs) is a significant change in the use of artificial light at night. LEDs emit considerably more short-wavelength light into the environment than earlier technologies on a per-lumen basis. Radiative transfer models predict increased skyglow over cities transitioning to LED unless the total lumen output of new lighting systems is reduced. The City of Tucson, Arizona (U.S.), recently converted its municipal street lighting system from a mixture of fully shielded high- and low-pressure sodium (HPS/LPS) luminaires to fully shielded 3000 K white LED luminaires. The lighting design intended to minimize increases to skyglow in order to protect the sites of nearby astronomical observatories without compromising public safety. This involved the migration of over 445 million fully shielded HPS/LPS lumens to roughly 142 million fully shielded 3000 K white LED lumens and an expected concomitant reduction in the amount of visual skyglow over Tucson. SkyGlow Simulator models predict skyglow decreases on the order of 10-20% depending on whether fully shielded or partly shielded lights are in use. We tested this prediction using visual night sky brightness estimates and luminance-calibrated, panchromatic all-sky imagery at 15 locations in and near the city. Data were obtained in 2014, before the LED conversion began, and in mid-2017 after approximately 95% of similar to 18,000 luminaires was converted. Skyglow differed marginally, and in all cases with valid data changed by < +/- 20%. Over the same period, the city's upward-directed optical radiance detected from Earth orbit decreased by approximately 7%. While these results are not conclusive, they suggest that LED conversions paired with dimming can reduce skyglow over cities. (C) 2018 Elsevier Ltd. All rights reserved.

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop “educative materials” that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these “educative materials.” The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.