Course Description
Biological processes accompanying aging in human and other organisms. Emphasis on physiological decline; theoretical explanations; attempts to prolong life; and the utility and limitations of model systems used to analyze human aging.
Additional Requirements for Graduate Students:
The two essays for the graduate level will require a critical
assessment of a recently published research article
incorporating a detailed discussion of at least two articles
cited therein. Selection of the research articles requires a
documented search of the literature, frequently requiring
direct interaction with the instructor. The essays are longer
and will be graded more stringently than those written by
students in the undergraduate level. In addition, each student
will be required to prepare a critique of at least three
undergraduate level essays following guidelines provided by the
instructor. Graduate level students will be expected to repair
any deficiencies they might have in understanding modern
molecular biology.
Athena Title
Biology of Aging
Undergraduate Prerequisite
GENE 3200-3200D or GENE 3200H or BCMB 3100 or BCMB 3100E or BCMB 4010/6010
Graduate Prerequisite
Permission of department
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
Essay questions on semester exams and on the final and two required essays will sharpen writing skills and demonstrate that students have met the goals listed below. GOALS OF BIOLOGY OF AGING To introduce students to an area of active research in contemporary biology. To provide them with sufficient background to understand various theories for causes of aging, and thereby introduce them to (or remind them of) important biological principles. To introduce the utility and limitations of model systems (diverse animals and cell cultures) as a means of analyzing complex biological phenomena such as aging. To help student appreciate the diversity of responses to the passage of time, within individuals and among individuals. To help students recognize fallacious generalizations about aging. To demonstrate the impact of whole genome sequences and gene chip technology on our understanding of aging. To use aging studies as case histories for understanding methods and limitations of biological research. To prepare students to remain critical readers of both popular and scientific articles on aging. To teach students to avoid teleology when presenting evolutionary arguments. To illustrate that as scientific knowledge increases, old hypotheses/theories are abandoned and replaced. COMPLICATIONS OF AGING STUDIES One must worry whether causes of aging are extrinsic or intrinsic. If they are intrinsic, are they due to innate instability of molecules or to programmed changes? Is there a single cause of aging or are there multiple causes? Are the causes and manifestations of aging the same in different species? Studies based on longitudinal analyses may give different results from studies based on a cross-sectional approach. Many past studies on humans may be flawed because so few individuals were living to old ages. Studies on aging in animal models may not be relevant to human aging. Studies on aging of cells may not tell us anything about aging of organisms. Aging and immediate proximity to death are distinct phenomena
Topical Outline
I. Definitions of Aging Survivorship Curves II. Analyses of Human Life Span What has happened to the life span of Homo sapiens? shifted mean? shifted maximum? Does the force of mortality continue to rise at old ages? data from humans insights from invertebrates What is responsible for the change? medicine? hygiene? nutrition? life style? III. Introduction to Relevant Statistics IV. Is Human Life Span under Direct Genetic Control? Data from Homo sapiens: gender differences geographical regions with long-live populations pedigree analyses twin studies genetic "progerias" menopause and "andropause" V. Proximate (Physiological) Theories of Aging Collagen Cross-Linking Repair Falls Behind Error Generation Free Radicals AGEs (advanced glycosylation end products) Telomere Shortening VI. Ultimate (Evolutionary) Theories of Aging [Diamond article] Disposable Soma Antagonistic Pleiotrophy VII. Experimental Prolongation of Life in Mammals Caloric Restriction Exercise VIII. How Long do Other Species Live and "Why"? Correlations: size? metabolic rate and free radical production? brain size? developmental rate? life history strategies? distinct developmental stages IX. What is the Significance of the Long Post-Reproductive Period in Humans? Grandmother Educator Hypothesis X. Insights from Model Systems: Recombinant Inbreds/Mutants in Caenorhabditis Selection/Mutants in Drosophila melanogaster Inbred and Mutant Mus musculus Mutant Saccharomyces cerevisiae XI. How Do We Learn What Happens to Humans as they Age? Experimental Design: longitudinal studies cross-sectional studies prospective studies retrospective studies centenarian analyses Important Longitudinal Studies Relevant to the Biology of Aging XII. Dynamic State of the Body Constituents and its Significance for the Study of Aging Use of Isotopes Molecular Instability Cellular Turnover XIII. What Significant Changes have Been Found as Humans Age? Morphological: lipofuscin connective tissue (atherosclerosis) Homeostasis: temperature regulation (hyperthermia, accidental hypothermia) blood sugar regulation (glucose tolerance, mature onset diabetes) calcium balance (osteoporosis) Immune System: B and T Cells MHC in mice and humans autoimmune diseases delayed type hypersensitivity Cell Growth: cancer Circadian Rhythms: changes in periodicity desynchronization melatonin Neuromuscular System: movement Parkinson's Disease learning and memory dementia Huntington's Disease Alzheimer's Disease XIV. Aging of Cells Cell Culture Alexis Carrel's immortal chicken fibroblasts Hayflick's and Moorhead's senescing cells Heterochronic Transplants XV. Conclusions - How Can We as Individuals and as a Species Live Longer?