University of Bremen

About: University of Bremen is a education organization based out in Bremen, Germany. It is known for research contribution in the topics: Population & Glacial period. The organization has 14563 authors who have published 37279 publications receiving 970381 citations. The organization is also known as: Universität Bremen.

Toxicity of 11 Metal Oxide Nanoparticles to Three Mammalian Cell Types In Vitro

Abstract: The knowledge on potential harmful effects of metallic nanomaterials lags behind their increased use in consumer products and therefore, the safety data on various nanomaterials applicable for risk assessment are urgently needed. In this study, 11 metal oxide nanoparticles (MeOx NPs) prepared using flame pyrolysis method were analyzed for their toxicity against human alveolar epithelial cells A549, human epithelial colorectal cells Caco2 and murine fibroblast cell line Balb/c 3T3. The cell lines were exposed for 24 h to suspensions of 3-100 μg/mL MeOx NPs and cellular viability was evaluated using. Neutral Red Uptake (NRU) assay. In parallel to NPs, toxicity of soluble salts of respective metals was analyzed, to reveal the possible cellular effects of metal ions shedding from the NPs. The potency of MeOx to produce reactive oxygen species was evaluated in the cell-free assay. The used three cell lines showed comparable toxicity responses to NPs and their metal ion counterparts in the current test setting. Six MeOx NPs (Al2O3, Fe3O4, MgO, SiO2, TiO2, WO3) did not show toxic effects below 100 µg/mL. For five MeOx NPs, the averaged 24 h IC50 values for the three mammalian cell lines were 16.4 µg/mL for CuO, 22.4 µg/mL for ZnO, 57.3 µg/mL for Sb2O3, 132.3 µg/mL for Mn3O4 and 129 µg/mL for Co3O4. Comparison of the dissolution level of MeOx and the toxicity of soluble salts allowed to conclude that the toxicity of CuO, ZnO and Sb2O3 NPs was driven by release of metal ions. The toxic effects of Mn3O4 and Co3O4 could be attributed to the ROS-inducing ability of these NPs. All the NPs were internalized by the cells according to light microscopy studies but also proven by TEM, and internalization of Co3O4 NPs seemed to be most prominent in this aspect. In conclusion, this work provides valuable toxicological data for a library of 11 MeOx NPs. Combining the knowledge on toxic or non-toxic nature of nanomaterials may be used for safe-by-design approach.

A 70‐kyr sea surface temperature record off southern Chile (Ocean Drilling Program Site 1233)

Abstract: [1] We present the first high-resolution alkenone-derived sea surface temperature (SST) reconstruction in the southeast Pacific (Ocean Drilling Program Site 1233) covering the major part of the last glacial period and the Holocene. The record shows a clear millennial-scale pattern that is very similar to climate fluctuations observed in Antarctic ice cores, suggesting that the Southern Hemisphere high-latitude climate changes extended into the midlatitudes, involving simultaneous changes in air temperatures over Antarctica, sea ice extent, extension of the Antarctic Circumpolar Current, and westerly atmospheric circulation. A comparison to other midlatitude surface ocean records suggests that this “Antarctic” millennial-scale pattern was probably a hemisphere-wide phenomenon. In addition, we performed SST gradient reconstructions over the complete latitudinal range of the Pacific Eastern Boundary Current System for different time intervals during the last 70 kyr. The main results suggest an equatorward displaced subtropical gyre circulation during marine isotope stages 2 and 4.

A learning pathway in high‐school level quantum atomic physics

Abstract: In this paper, one student's learning process in a course on quantum atomic physics in grade 13 of a German gymnasium (secondary school) is described. The course lasted 16 weeks for a total of approximately 80 lessons. The aim of the present study is to elaborate the student's cognitive system for atomic physics as a hypothetical pragmatic model to describe, analyse and explain his thinking and learning while interacting with the teaching input. In this paper, the student's learning pathway is described as a sequence of several meta‐stable conceptions of the atom, starting from a planetary model. His final cognitive element ‘atom’ following teaching is displayed as an association of three parallel conceptions including his initial planetary model, a state‐electron model and an electron‐cloud model. These different conceptions influence his thinking in different ‘strengths’ and ‘status’. In addition, the student's meta‐cognitive beliefs on physics and the way they are affected by a quantum world view are b...