Program Lesson 2 How the Body Ages


Scientists are searching for biomarkers of aging	Nutrition and immune system health are related	Culture and lifestyle affect aging	Ilse Darling notes age changes primarily in her skin

Summary of the Video and Text

Video

The video has four segments. The first segment introduces us to the changes in appearance that occur with age, for example in our skin, hair, muscle strength, and body composition. The second segment presents information on theories of biological aging. A major class of theories sees the environment as the main cause of aging while another class of theories points to the importance of genetic determinants. We are introduced to the concept of biomarkers in aging and the potential impact of caloric restriction on the aging process. The Baltimore Longitudinal Study of Aging is described. The third segment presents information on organ system changes in aging, including the cardiovascular system, the immune system, and the brain. The final segment introduces some of the promising avenues for research on biological aging, particularly in the areas of cell aging, cell death, genetic mapping, and genetic replacement therapy.

Video Quote: Mollie Pier shares her view of the aging body

Mollie Pier: "People start aging from the day they're born. And no matter what anyone does, you know, a person can have all the facelifts available. They can have youthful dressing. They can have all of the products that television emphasizes for youth. But the fact remains that if you were born in 1920, you're 70 years old in 1990. And your body is 70 years old. Getting older is not a disease. It's something one should be proud of."

Text

Chapter 3, "The Social Consequences of Physical Aging," presents information on the biological theories of aging, major research studies on physiological aging, and on the normal age changes that occur in the skin, hair, musculo-skeletal system, respiratory system, cardiovascular system, urinary system, gastrointestinal system, and nervous system, and in the five major senses.

Video Quote: Richard Sprott, Ph.D., discusses the contribution of genetics and the environment to individual differences in aging

Richard Sprott: "Personally, I think that it, that many of the differences between individuals within a species are also genetically programmed, but that interaction with the environment is very, very significant. It's one of the reasons, personally, I jog four times a week that I believe the data that says that that makes a real difference. I have this sort of mental notion of the guy who has his cigarette in the morning before he has breakfast, and he carefully has his oat bran. Jumps in his car, doesn't fasten his seat belt, and has two more cigarettes on the way to work. Basically, what I'm saying is that, at a personal level, what really makes a difference, probably, are lifestyle changes. Those are the things that are gonna make the big difference for any individual, given what we know now, in how long they live."

Video Quote: Gene Cohen, M.D., Ph.D., comments on brain changes in aging

Gene Cohen: "People talk about changes in the numbers of brain cells. But size and number of cells alone doesn't make the--the difference. The brain, like many organs of the body, has enormous reserve. And so even though one loses cell--cells, the cells that remain in many ways are developing new extensions or projections to communicate with other cells and so there's this ongoing compensatory response that's--that's going on. And then all of the research that shows the positive effect of enriched environments on the--the health of the brain, that's been very, very exciting."

Features of the Study and Faculty Guides

Study Guide (MySocKit)

Key points of the lesson, integrating video and text, are elucidated under the learning objective topics. Self-study questions help students prepare for exams. Descriptions of discussion and essay/research topics provide instructions for a variety of activities that may be assigned by the instructor. The Study Guide also provides a glossary of key terms and concepts covered in the telecourse and a listing of participants in the video.

Faculty Guide

The descriptions of discussion and essay/research topics presented in the Study Guide are reprinted in the Faculty Guide with tips for assigning the activities effectively. In addition, in-class activity suggestions and exam questions/answers are included. The Guide offers options appropriate for faculty using the telecourse in different settings, e.g., in-class, distance learning, interactive television, or a combination of formats. A Video Index helps instructors find segments of the video by time code and topic.