153:160 Biology of Aging
Spring 2010
Instructor(s):Dr. Mark Holbrook, 439 BB, 335-1055/338-6564,
Office Hours:T 2:30 – 3:50, W 3:10– 4:20 and by appt.
Aging Studies Academic Coordinator: Mercedes Eva Bern-Klug, 352 NH, 335-1265
Instructor’s Objectives:
1. Define aging and senescence.
2. Provide a sufficient background in biochemistry, cellular biology, evolution and mathematics so the key concepts of this course can be understood.
3. Introduce the general types of biological theories of aging (program, error, and evolutionary) and specific examples of each.
4. Introduce the many experimental organisms used as model systems of aging and discuss data generated from these organisms in relation to particular aging theories.
5. Explain experimental approaches used in biological gerontology and to discuss the strengths and weaknesses of each of these approaches.
6. Identify the areas where more research is needed in this field.
7. Discuss biological aspects of human senescence and describe some of the experiments which generated this data.
8. Discuss some of the ethical issues swirling around longevity, extension of lifespan, and quality of life issues.
Student’s Objectives:
1. Participate in classroom discussions.
2. Understand definitions provided by the instructor and use them with clarity and confidence.
3. Learn (or review) background material in math, biology and chemistry.
4. Be able to discuss the differences between error, program, evolutionary theories of aging and be able to classify ‘new’ theories in these terms.
5. Be able to propose an appropriate experimental approach to test a theory of aging and explain that approach’s relevance.
6. Identify the physiological changes which occur with humans as we age.
7. Discuss some age-related diseases.
8. Understand the ‘demographics’ of aging.
9. Talk about, debate and discuss ethical, practical and technical issues involved with longevity, extension of lifespan and the application of biotechnology to improve quality of life.
Class Schedule (all lectures meet in 332 NH):
Suggested Readings
Jan 19 and 26
Course Introduction, Grading Policy, Office hours etc... Spence Ch. 3
Class Discussion on Aging and Research
Definitions
Basic Cell Biology and Biochemistry
Feb 2 and 9
Scientific Approaches and Method Spence Ch. 2
Wear and Tear theories of Aging Aldwin and Gilmer p 43-53,
General Theories of Aging I: Error vs. Program 68-93
Error Catastrophe
Free Radical Theory
Telomere Loss
Feb 16
Basic Genetics and Evolution
Genetics of Human Longevity
General Theories of Aging II: Evolutionary
Nonadaptive
Antagonistic Pleiotropy
Disposable Soma
Feb 23
Basic Math and Statistics Spence Ch. 1
Demographics Aldwin and Gilmer Ch. 2
Gompertz Equation
Catch-up and Review
Mar 2
Test (1st hour): Introduction through Demographics
Premature Aging Syndromes
Mar 9
Saccharomyces cerevisiae
Podospora anserina
Integumentary System Changes
Skeletal System Changes Spence Ch. 4-6
Osteoporosis Aldwin and Gilmer Ch. 5
Muscular System Changes
Mobility of the Elderly
Mar 23
Drosophila
Circulatory System Changes
Heart Disease and the Elderly
Respiratory System Changes Spence Ch. 9 & 11
Effects of Exercise on Aging Aldwin and Gilmer 120-141
Mar 30
C. elegans
Nervous System Changes Spence Ch. 7 & 8
Alzheimers Disease Aldwin and Gilmer 163-184
Parkinsons Disease
Apr 6
Rodents
Digestive System Changes Spence Ch. 12 & 15
Nutritional Issues for the Elderly Aldwin and Gilmer 141-152,
Caloric Restriction in Humans 185-197
Endocrine System
Hormone Replacement Therapy
Apr 13
Misc. Model Systems
Urinary System Spence Ch. 10 & 13
Incontinence Aldwin and Gilmer 152-160,
Immune System Changes 198-205
Apr 20
Misc. Model Systems
Autoimmune Diseases Spence Ch 10 & 14
Reproductive System Changes
Sexuality and HIV in the Elderly
Apr 27
Student Presentations
May 4
Student Presentations
May 14 (Fri) 4:30
Final (2 hours)
Grading Procedures: Plus/minus grading is practiced in this course. Grades will be calculated from a historical scale based upon the following items:
Book Critique 25
Presentation 50
Test (1hr) 50
Final (2hrs) 125
Participation/Attendance 50
Research Paper 100
Assignments 100
Book/Film Critique (Due Feb 9)
Read a science fiction or dramatic novel or novella (or in some cases a series of short stories) or watch a science fiction or dramatic film/episode in which immortality, longevity prolongation and/or premature senescence is a theme. Briefly describe the plot and aging theme then discuss the ‘relevance’ of the material in the book to issues we have or will discuss in class. A separate sheet will be given to assist students in preparing this critique.
Presentations (Apr 27 and May 4)
Alone or in pairs, present a brief talk (~15-20 minutes) on the societal implications, practical applications, & ethics of biological research or health techniques/policies related to aging. Some potential topics include: Genetic testing for incurable late life diseases, use of frail elderly as research subjects, cryogenics, placebos, automobile use by the elderly, late-life fertility, xenotransplants, rationing of organ transplants, genetic engineering, euthanasia or ‘immortality’ through cloning. Students are not expected to conclude whether something is morally right or wrong but should be able to discuss some of the biological problems, potential benefits and societal risks of applying a particular policy/technology/research and possible alternatives.
Test and Final:
Format is essays with some problem solving, expanded true/false, matching or short answer questions. Material covered in lectures will be emphasized.
Participation/Attendance:
Much of the material in this course is only covered lightly in the suggested readings therefore attendance in class is required. Although the class is mostly lecture there will be occasional classroom discussions in which all students should participate (in some capacity). Please contact me if you are or will be absent from a class so we can help you catch up.
Assignments:
Assignments will be given from time to time. The assignments are geared to assist in writing the research paper (for instance, prepare a bibliography of sources for the potential paper topic), explore a theoretical concept or practice for exams.
Research paper (Due Apr 16)
Pick a specific theory of aging or other appropriate topic, discuss the literature, propose an unanswered experimental question and propose a research approach to answering the question. The expected length for the paper is 10 double spaced typed pages (but this page length is not a necessary or sufficient criterion for completeness).
Amount of Work Expected:
For each semester hour of credit the course carries, students should expect to spend a minimum of two hours per week out-of-class time preparing for class sessions. Biology of Aging, a three-semester-hour course, requires on average a minimum of six hours per week of out-of-class preparation. This standard is the basis on which the Registrar’s Office assigns hours of University credit for courses.
Academic Misconduct:
The College of Liberal Arts and Sciences considers academic fraud, dishonesty, and cheating serious academic misconduct. All students suffer when academic misconduct takes place. Academic fraud, dishonesty, and cheating disturb the mutual respect that should exist between instructors and students and among students, and can poison the atmosphere of a classroom. Perhaps most seriously, those who commit academic fraud, dishonesty, or cheating are robbed of the educational experiences that are the primary purpose of course work in the College of Liberal Arts and Sciences. We expect instructors to help students understand and avoid all academic fraud.
If you are unclear about the proper use and citation of sources, or the details and guidelines for any assignment, you should discuss the assignment and your questions with the instructor. All forms of plagiarism and any other activities that result in a student presenting work that is not really his or her own are considered academic fraud. Academic fraud includes these and other misrepresentations:
- presentation of ideas from any sources you do not credit;
- the use of direct quotations without quotation marks and without credit to the source;
- paraphrasing information and ideas from sources without credit to the source;
- failure to provide adequate citations for material obtained through electronic research
- downloading and submitting work from electronic databases without citation;
- participation in a group project which presents plagiarized materials;
- taking credit as part of a group without participating as required in the work of the group;
- submitting material created/written by someone else as one's own, including purchased term/research papers;
Cheating on examinations and other work also interferes with your own education as well as the education of others in your classes. If you are unclear about the guidelines for any testing situation or assignment, you should discuss your questions with the instructor. Academic cheating includes all of the following, and any other activities that give a student an unfair advantage in course work.
- copying from someone else's exam, homework, or laboratory work;
- allowing someone to copy or submit your work as his/her own;
- accepting credit for a group project without doing your share;
- submitting the same paper in more than one course without the knowledge and approval of the instructors involved;
- using notes, text messaging, cell phone calls, pre-programmed formulae in calculators, or other materials during a test or exam without authorization;
- not following the guidelines specified by the instructor for a "take home" test or exam.
When an instructor in the College of Liberal Arts and Sciences suspects a student of academic fraud or cheating these procedures will be followed:
- The instructor (or supervisor, if the instructor is a teaching assistant) must inform the student--in a printed letter--as soon as possible after the incident has been observed or discovered.
- If the instructor comes to the conclusion that the student academic fraud or cheating has occurred, he or she (in consultation with the supervisor if the instructor is a teaching assistant) will determine what action to take. The instructor may decide to reduce the student's grade on the assignment or activity, or in the course, or even to assign an F for the assignment or activity or for the course
- The instructor will send a written report of the case to the Associate Dean for Academic Programs and send copies of the report to the DEO and to the student(s) involved
- The associate dean for academic programs will impose the following or other penalties: disciplinary warning until graduation (usually for a first offense); suspension from the college for a calendar year or longer (usually for a second offense); or recommendation of expulsion from the University by the president (usually for a third offense).
If a student believes that the finding of academic fraud or cheating is in error or the penalty unjust, he or she may request information on appeal procedures from CLAS Academic Programs & Services, 120 Schaeffer Hall.
IMPORTANT POLICIES OF THE COLLEGE OF LIBERAL ARTS AND SCIENCES
Academic Fraud
Plagiarism and any other activities that result in a student presenting work that is not his or her own are academic fraud. Academic fraud is reported to the departmental DEO and then to the Associate Dean for Academic Programs and Services in the College of Liberal Arts and Sciences.
Making a Suggestion or a Complaint
Students have the right to make suggestions or complaints and should visit with the instructor, then with the course supervisor if necessary, and finally with the departmental DEO. All complaints must be made within six months of the incident.
Accommodations for Disabilities
A students seeking academic accommodations first must register with Student Disability Services and then meet with a SDS counselor who determines eligibility for services. A student approved for accommodations should meet privately with the course instructor to arrange particular accommodations
Understanding Sexual Harassment
Sexual harassment subverts the mission of the University and threatens the well-being of students, faculty, and staff. Visit for definitions, assistance, and the full University policy.
Administrative Home of the Course
The administrative home of this course is the College of Liberal Arts and Sciences, which governs academic matters such as the add / drop deadlines, the second-grade-only option, academic fraud, academic probation, and how credits are applied for various CLAS requirements. Please keep in mind that different colleges have different policies. If you have questions about these or other CLAS policies, visit your advisor or 120 Schaeffer Hall and speak with the staff. The CLAS Academic Handbook is another useful source of information on policy:
Reacting Safely to Severe Weather
The University of Iowa Operations Manual section 16.14 outlines appropriate responses to a tornado (i) or to a similar crisis. If a tornado or other severe weather is indicated by the UI outdoor warning system, members of the class should seek shelter in rooms and corridors in the innermost part of a building at the lowest level, staying clear of windows, corridors with windows, or large free-standing expanses such as auditoriums and cafeterias. The class will resume, if possible, after the UI outdoor warning system announces that the severe weather threat has ended.