BMS2014 : The Biology of Ageing
- Offered for Year: 2025/26
- Module Leader(s): Professor Viktor Korolchuk
- Co-Module Leader: Dr Lizeth Sloot
- Lecturer: Professor Thomas von Zglinicki, Dr Satomi Miwa, Dr Elizabeta Mukaetova-Ladinska, Dr Antoneta Granic, Prof. John Mathers, Professor Mary Herbert, Dr Satomi Miwa, Dr Gordon Strathdee, Professor Laura Greaves, Dr Laura Maringele
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
- Capacity limit: 132 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module is designed to offer students an overview of the key biological mechanisms that effect ageing. It draws on evidence from the latest developments in a rapidly changing research base. It will also make reference to wider aspects of ageing in relation to society and medicine. The specific aims of the module are:
1. To consider why ageing occurs in almost all organisms and why ageing is particularly slow in humans
2. To consider the essential mechanisms of ageing
3. To explain the role of intrinsic and extrinsic stress in ageing
4. To consider aspects of ageing in health and disease
Outline Of Syllabus
The module covers the following subjects:
Understanding ageing including:
1. Current theories and evolution of ageing
2. Epidemiology of ageing
3. Healthy ageing
4. Future of ageing
Molecular biology of ageing including:
1. The genetics of ageing
2. Oxidative stress
3. DNA repair and damage
4. Epigenetics
5. Protein homeostasis
6. Age-related molecular diseases
Cellular biology of ageing including:
1. Cell signalling
2. Cell biology of ageing: senescence and apoptosis
3. Mitochondria in health and disease
Organs and organisms including:
1. Use of model organisms in studies of ageing
2. Microbiome and ageing
3. Hormonal control and ageing
4. Nutrition and ageing
5. Sex differences in ageing
6. Reproductive ageing
7. Brain ageing
8. Modifiable factors in brain ageing
9. Biology of motor function and mobility
10.Biomarkers of ageing
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | Poster preparations and PIE practice and revision for exams |
| Scheduled Learning And Teaching Activities | Lecture | 26 | 1:00 | 26:00 | In person |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 1:30 | 1:30 | In person Poster Presentation |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 2:00 | 2:00 | In person Scientific paper interpretation workshop |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 1:00 | 3:00 | Sync online - Drop-in Q&A sessions for student queries related to the taught material |
| Guided Independent Study | Independent study | 1 | 116:30 | 116:30 | This includes reading and writing up lecture notes |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | In person - Intro to module, in-course assessment, PIE assessment, full module in attendance |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures will provide students with key information and guidance for additional reading.
Poster presentation and paper interpretation workshop develop interpersonal communication and team work skills, increase understanding of lecture material and primary literature by discussion with peers and teachers and help prepare students for final exam. Seminars will introduce students to the module teaching and assessment format.
Drop-in Q&A surgeries will allow students to discuss areas of the curriculum with lecturers to consolidate learning.
Private study will allow students wo extend and reinforce their knowledge and understanding through reading of text books, journal articles and use of other recommended resources (eg: online).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 120 | 2 | A | 70 | PIP Inspera invigilated Quiz format exam (60 mins) (28%), max 60 questions & PIP Inspera invigilated interpretation exercise (60 mins) (42%), short answers. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Computer assessment | 2 | M | 15 | Guided interpretation of a primary research paper on Inspera (max 1000 words) - completed and submitted during 2hr in person workshop |
| Poster | 2 | M | 15 | Poster presentation in groups (10 minutes) - in person. Team present poster summarising experimental data from a scientific research paper |
Assessment Rationale And Relationship
The MCQ section of the examination will assess the students' breadth of knowledge and understanding; the scientific paper interpretation section of the examination will assess the students' ability to use their knowledge and understanding of the topics to interpret data presented in a scientific research paper.
The poster enables the students to develop and demonstrate their presentation and writing skills and their ability to prepare and organise work independently and in groups. Presentations in particular help the students to develop their personal confidence. The report helps the students to develop their writing skills and encourage them to read. The feedback on the short report will help the students to further develop their writing skills and prepare for the scientific paper interpretation element of the examination.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMS2014's Timetable