Morten Lundsgaard

Coordinator of Physics Teacher Development
Instructor

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Morten Lundsgaard

Primary Research Area

  • Physics Education
301B Loomis Laboratory
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301B Loomis Laboratory
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Public Service Honors

  • ISAAPT Distinguished Service Citation (2017)

Semesters Ranked Excellent Teacher by Students

SemesterCourseOutstanding
Spring 2018PHYS 101

Selected Articles in Journals

  • A. Dubois, J. P. Hansen, M. Lundsgaard and S. E. Nielsen, Orientation and alignment effects in H+ + Na collisions, J. Phys. B 24, L269-L274 (1991).
  • M. F. V. Lundsgaard and C. D. Lin, Reduced close-coupling calculations for electron capture processes in collisions of multiply charged ions with atoms, J. Phys. B 25, L429-L434 (1992).
  • M. F. V. Lundsgaard, N. Toshima, Z. Chen, and C. D. Lin, Electron capture from elliptic Rydberg states, J. Phys. B. 27, L611-L617 (1994).
  • M. F. V. Lundsgaard, N. Toshima, Z. Chen, and C. D. Lin, Electron capture from circular Rydberg states, Phys. Rev. 51, 1347-1350 (1995).
  • M. F. V. Lundsgaard, Z. Chen, and C. D. Lin, Electron capture in K++ ion collisions with Na(4d), J. Phys. B 28, 859-868 (1995).
  • M. F. V. Lundsgaard and S. E. Nielsen, Coherence parameters for He+(2p) capture and H(2p) excitation in He2++H(1s) collisions, Z. Phys. D. 34, 97-105 (1995).
  • M. F. V. Lundsgaard, N. Toshima, and C. D. Lin, Dependence of electron loss cross section on the alignment and orientation of elliptic Rydberg states, J. Phys. B. 29, 1045-1062 (1996).
  • M. F. V. Lundsgaard, S. E. Nielsen, H. Rudolph, and J. P. Hansen, Multi-crossing Landau-Zener and close-coupling calculations of electron transfer in H++Li(2s,2p) collisions, J. Phys. B 31, 3215-3232 (1998).
  • D. M. Homan, O. P. Makarov, O. P. Sorokina, K. B. MacAdam, M. F. V. Lundsgaard, C. D. Lin, and N. Toshima, Electron capture from a directed Stark-Rydberg state. I Fore-and-aft ratios, Phys. Rev. A 58, 4565-4571 (1998).
  • M. F. V. Lundsgaard and H. Rudolph, Vibrationally resolved cross sections for single-photon ionization of LiH, J. Chem. Phys. 111, 6724-6734 (1999).
  • H. Short, M. F. V. Lundsgaard, and J. Kraijcik, How do geckos stick?, The Science Teacher 75 (8), 38-43 (2008).
  • L. Blank, A. Snir, and M. F. V. Lundsgaard, Virtual Modeling, Science and Children 52, 30-35 (2015).
  • B. Gutmann, G. Gladding, M. Lundsgaard, and T. Stelzer, Mastery-style homework exercises in introductory courses: Implementation matters, Physics Review Physics Education Research 14, 010128 (2018).

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Connections with other physics teachers are a big part of Marianna’s story. A lover of physics from her high school days and a graduate of the University of Illinois at Urbana-Champaign Department of Physics, she got little nudges and encouragements from former teachers early in her career. Relationships with those mentors and colleagues led her to engage first with local organizations for physics teachers then with the American Association of Physics Teachers (AAPT). Her work still incorporates some of the ideas she picked up during professional meetings, conferences, and workshops. These were and are a big influence on how each piece of her teaching strategy is intentionally constructed.

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Eric’s physics classroom is a place for investing in the future as much as it is for excelling in the moment. As a veteran teacher who has taught everything from introductory physics to mathematics and college-level courses, he uses his twenty years of experience to help students construct a scaffolding that can support and ground their own valuable experiences. At the heart of Eric’s teaching philosophy is a desire to give students a space where they can take charge of their own learning. He says, “I want to let my students become adults, to do their homework not for my sake but for the sake of learning and the discipline of wanting to better themselves.”

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IPaSS program fellow Jill discusses her commitment to teaching physics through hands-on projects, adjusting to remote instruction and being inspired by Interactive Online Labs developed at the University of Illinois

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The Physics Education Research (PER) group at the University of Illinois at Urbana-Champaign has received a $2.6 million grant from the National Science Foundation to improve the quality and accessibility of high school physics courses across the State of Illinois through a new program called the Illinois Physics and Secondary Schools (IPaSS) Partnership Program. The IPaSS program already kicked off its first intensive summer institute in mid-June, welcoming a small cohort of four physics teachers. The number of teachers in the IPaSS program will expand incrementally each year over the four years of grant funding, maxing out at 40 Illinois physics teachers.

The goal of the new program will be to provide high school students across the state with the highest quality high school physics experience, engaging students’ interest in STEM fields and preparing them to succeed at competitive research institutions like the U of I. STEM stands for science, technology, engineering, and math—fields the U.S. government has recognized are a high educational priority for a strong tech-field workforce. The program will not only help align existing high school physics courses with university-level expectations, but will also provide support for under-resourced high schools to offer physics courses for the first time.