ANAT 541 - Syllabus

26 Pages·2016·0.24 MB·English

by  Chantal Autexier

ANAT541B
CELLULAR &
MOLECULAR BIOLOGY
OF AGING

Lecture Outlines
and
Selected Readings

2016
Message from the Office of the Provost to all course instructors:

Senate on January 29, 2003 approved the following resolution on academic integrity, which requires
that a reminder to students be printed on every course outline:

Whereas, McGill University values academic integrity;
Whereas, every term, there are new students who register for the first time at McGill and who need to
be informed about academic integrity; Whereas, it is beneficial to remind returning students about
academic integrity;

Be it resolved that instructors include the following STATEMENT on all course outlines:

McGill University values academic integrity. Therefore all students must understand the meaning and
consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct
and Disciplinary Procedures (see http://www.mcgill.ca/integrity for more information).

Be it further resolved that failure by an instructor to include a statement about academic integrity on a
course outline shall not constitute an excuse by a student for violating the Code of Student Conduct and
Disciplinary Procedures.

You may use this FRENCH TRANSLATION of the statement on your course outlines as you see fit:

L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent
à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres infractions
académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite
de l'étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le
site http://www.mcgill.ca/integrity ).
Student Guide to Avoid Plagiarism
*

Academic integrity is important. Anything that undermines the evaluation process at McGill undermines the
value of our degrees. McGill’s Code of Student Conduct and Disciplinary Procedures appears in the
Handbook on Student Rights and Responsibilities. Article 15(a) of the Code, which is devoted to
plagiarism, reads as follows:

No student shall, with intent to deceive, represent the work of another person as his or her own in any
academic writing, essay, thesis, research report, project or assignment submitted in a course or program of
study or represent as his or her own an entire essay or work of another, whether the material so
represented constitutes a part or the entirety of the work submitted.

J. Raymond Hendrickson, in his book, "The Research Paper" (Henry Holt and Company, New York,
1957), suggests the following guidelines for avoiding plagiarism:

_ When writing a paper try to use your own words the majority of the time.
_ When you do use another person's words, use quotation marks and give credit to the source, either
within the text or in a footnote.
_ Don't make slight variations in the language and then fail to give credit to the source. If the
expression is essentially the same, the author still deserves credit.
_ Even if you aren't directly quoting the material, you should still document information and ideas
that you use in your paper whenever they are new to you (i.e., something that you discovered in
your research).
_ If you're unsure, add the footnote or citation. It is better to be extra cautious than not give credit
when you should.

These rules concern information obtained from any source (e.g., books, journal articles, the internet, or
other students) and apply to any written submission (term papers, essays, assignments, take-home exams,
and lab reports).

The following web sites are helpful references:

"Plagiarism—The Do's and Don’ts" <userwww.sfsu.edu/~rone/Plagiarism.html> (includes detailed
examples of acceptable and unacceptable instances of citing sources);

“Plagiarism and How to Avoid It” <www.geocities.com/Athens/Troy/8866/6plagiar.html> from “A
Research Guide for Students” by I. Lee;

“How Not to Plagiarize” <www.utoronto.ca/writing/plagsep.html>.

Remember that, according to McGill’s Code of Student Conduct and Disciplinary Procedures, plagiarism is
an academic offence. Students who are found violating the Code will be reported to the Associate Dean and
subject to appropriate disciplinary action.

* Adapted for students in the Faculties of Arts and of Science from a guide for students in the Faculty of Management, McGill University.
LECTURERS

Lecturers ADDRESS
Dr. Stéphanie LEHOUX Dept. Medicine, McGill University
Lady Davis Institute for Medical Research
Jewish General Hospital, Room F102
Tel.: [phone], local 5915
E-MAIL: [email protected]
Dr. Chantal AUTEXIER Dept. Anatomy & Cell Biology, McGill University
Bloomfield Centre for Research in Aging
Lady Davis Institute for Medical Research
Jewish General Hospital, Room F426
Tel.: [phone], local 4651
E-MAIL: [email protected]
Dr. Colin CRIST Dept. Human Genetics, McGill University
Lady Davis Institute for Medical Research
Jewish General Hospital, Room F-628
Tel. : [phone], local 8541
E-MAIL: [email protected]
Dr. Lisbet HAGLUND Dept. Surgery, McGill University
The Orthopaedic Research Laboratory
687 Pine Avenue West, Room L4.70
Tel.: [phone] # 35380
E-MAIL: [email protected]
Dr. Hemant K. PAUDEL Dept. Neurology and Neurosurgery, McGill University
Bloomfield Centre for Research in Aging
Lady Davis Institute for Medical Research
Jewish General Hospital, Room F423
Tel.: [phone], local 4866
E-MAIL: [email protected]
Dr. Peter SIEGEL Dept. of Medicine, Biochemistry and Anatomy & Cell Biology,
McGill University
Rosalind and Morris Goodman Cancer Centre
1160 Pine Ave. West, Room 602
Tel.: [phone]
E-MAIL: [email protected]
Dr. Josie URSINI-SIEGEL Dept. of Oncology, McGill University
Lady Davis Institute for Medical Research
Jewish General Hospital, Room 528
Tel.: [phone], local 6557
E-MAIL: [email protected]
Kathryn Wright Crabtree Nutrition Laboratories, Site Glen Room E 02.7217,
Tel.: [phone] ext. 76197
E-MAIL: [email protected]
Deanna MacNeil Dept. Anatomy & Cell Biology, McGill University
Lady Davis Institute for Medical Research
Jewish General Hospital, Room 426
Tel.: [phone], local 5260
E-MAIL: [email protected]
COURSE NO: ANAT 541B
DEPARTMENT OF ANATOMY AND CELL BIOLOGY
COURSE COORDINATORS: DRS. STEPHANIE LEHOUX AND CHANTAL AUTEXIER

TIME / PLACE: Mondays 11:30-2:30 PM
Birk Building Room 111

DATE LECTURER

Thursday January 7, Monday Dr. Chantal Autexier
schedule
January 11 Dr. Stéphanie Lehoux
January 18 Kathryn Wright and Deanna MacNeil
January 25 Dr. Lisbet Haglund Quiz #1.
February 1 Dr. Lisbet Haglund
February 8 Dr. Colin Crist Quiz #2
February 15 Dr. Colin Crist
February 22 Dr. Hemant Paudel Quiz #3/Grant Proposal #1
due
February 29 BREAK
March 7 Dr. Hemant Paudel
March 14 Dr. Josie Ursini-Siegel Quiz #4
March 21 Dr. Josie Ursini-Siegel
April 4 Dr. Peter Siegel Quiz #5
April 11 Dr. Peter Siegel/ Grant Proposal #2 due
CELLULAR AND MOLECULAR BIOLOGY OF AGING
ANAT 541B

3 Credits
Mondays 11:30- 2:30 PM
Birk Building, Room 111

Instructors: Professors S. Lehoux and C. Autexier (coordinators),
C. Crist, L. Haglund, H. Paudel, P. Siegel, J. Ursini-Siegel

Teaching assistant: Kathryn Wright

S. Lehoux: Lady Davis Institute for Medical Research, Jewish General Hospital
Room F102, 340-8222 ext 5915. E-mail: [email protected]

C. Autexier: Lady Davis Institute for Medical Research, Jewish General Hospital
Room F426, 340-8222 ext 4651. E-mail: [email protected]

Kathryn Wright: Crabtree Nutrition Laboratories, Site Glen Room E 02.7217, [phone] ext.
76197, E-mail: [email protected]

Content: This course focuses on how the complex aging process can be studied by modern cell and
molecular approaches. Topics include theories and mechanisms of aging, animal model systems used to
study aging, age-dependent diseases, including Alzheimer’s, osteoporosis and cancer, and age-related
diseases, including dyskeratosis congenita.

Method: 1 lecture per week

Readings: References for the readings for the course are in the handout provided on MyCourses. These
generally include references for one review article and several primary articles for each topic covered
in class. Among the primary articles are those that will be presented in class by the students. The
articles for presentation will be available to the students the first day of class.

Evaluation: 10% attendance and participation
20% quizzes based on review article
25% oral presentation of a primary research article
15%: Grant proposal, hypothesis assigned (Due February 22nd)
30%: Grant proposal based on primary research article of the oral presentation (Due
April 11).

The previously untested or unanswered hypothesis for the first grant proposal will be assigned. The
second assignment should be related to the topic of your paper presentation. For example if you present
an article on senesence and cancer, you should propose a previously untested or unanswered hypothesis
related to senescence and cancer stemming from the article presented.
Oral presentations

The students are responsible for preparing powerpoint presentations. Presentations should be maximum
of 15 minutes and 5 minutes for discussion and questions. Typically a 15 minute presentation will
consist of 15 slides or less. Each student will be assigned one primary research paper to present. The
main results using figures from the paper should be explained. One method used to obtain the results
should be explained. A short introduction and conclusion about the paper should also be prepared. The
students should explain the introduction (rationale), methods, results and conclusion for the figure(s)
they present. See below for details.

Introduction- Should give the background information, rationale for study, hypothesis of study-The
WHY? Grading: 10/25

Materials and Methods- Should describe in detail one of the methods used - The HOW? Grading
5/25

Results- Should summarize the rationale/question and results, conclusion of the experiments for the
figure(s)-The WHAT? Grading: 5/25

Discussion- Should state the conclusion of the figure that you present and the overall conclusion of the
paper and the significance of the results-The WHAT DOES IT MEAN? Students should also be able
to answer questions regarding any aspect of the paper INCLUDING methods and figures that are not
presented during the 15 minutes. Grading: 5/25
ANAT 541B Grant Proposals

Grant proposals are due at 11:30 AM on February 22nd and April 11th (for the second grant proposal,
please provide paper copies and electronic copies by e-mail so that we can forward to the appropriate
lecturer). Late assignments will be penalized by 10% every day they are late. Assignments will not be
accepted past 3 days after they are due.

Grant proposals:

The grant proposals consist of 5-page double-spaced text (12 point font, 1” margin) with an extra page
for references (10 maximum). A penalty will occur if the proposal is longer than this (-10%). Three to
four self-generated figures i.e. not reproduced from a publication can be included as part of the
assignment to illustrate the points under discussion. These figures are not included in the five pages of
text. The text should be grammatically correct and easy to read, organized in the format of a scientific
proposal, including Summary (Abstract), Introduction (Background and Significance), Hypothesis and
Rational, Experimental Design and Methods, including justification and validity of using the method to
address the specific hypothesis, Anticipated Results, Discussion of significance of results (including
Future Directions of Research), and References.

First grant proposal (15%); Second grant proposal (30%)

Abstract (1 or 2)
The abstract is present and summarizes introduction, hypothesis, methods, expected
results/future directions

Introduction/Literature Review (3 or 6)
The introduction is present and well written with appropriate and correct background including
the significance of the field (both in terms of research and medically).

Hypothesis (0 or 3)
The hypothesis will be assigned for the first grant proposal. The hypothesis for the second
proposal is based on a follow-up of the paper you presented orally in class. It should be clearly stated,
reasonable, and previously unanswered.

Methods (3 or 5)
The experimental design will prove hypothesis and experiments are possible and logical.

Expected Results (4 or 6)
Results are present and well written, some expected and alternative results should be stated. The
expected results should be logical, that is consistent with hypothesis.

Discussion and Future Directions (4 or 8)
This section is present and well written. You should state the significance of the findings and
propose future experiments, specifically answering questions that arise from results.

Points will be deducted for errors such as scientific error or error that affects understanding of proposal.

Penalties if paper is longer than 5 pages (-1) (up to 5.5 is acceptable) and late (-10% for each day late).
First grant proposal due February 22, 2016

Based on Xiong, S., Patrushev, N., Forouzandeh, F., Hilenski, L., Alexander, R.W. 2015. PGC-1α
modulates telomere function and DNA damage in protecting against aging-related chronic diseases.
Cell Report 12, 1391-1399.

Xiong, S. and colleagues report that the depletion of PGC-1α leads to reduced levels of the telomerase
reverse transcriptase (TERT) protein. Describe experiments to test the hypothesis that the reduced
levels of TERT are due to decreased stability of the protein mediated by increased oxidative stress and
post-translational modification as proposed by the authors, or due to decreased transcription of TERT
resulting from a decrease in levels of PGC-1α-regulated transcription factors that could be putative
regulators of TERT transcription.
LEARNING OUTCOMES

1. Acquire knowledge of molecular and cellular biology techniques

2. Compare, relate, analyze the different basic theories, mechanisms and diseases of human aging and
aging-related diseases

3. Read, understand, interpret, critically analyze and present a primary research article relating to
diseases of human aging or aging related diseases

a. identify the hypothesis and assess the validity of this hypothesis in the context of the current
literature in the field
b. identify and evaluate the molecular and cellular methods used to test the hypothesis
c. critically evaluate the data and their significance
d. formulate and develop a new hypothesis based on the new data

4. Write a scientific proposal

a. Identify, access and read relevant primary literature on diseases of human aging or aging
related diseases
b. Formulate an unanswered hypothesis based on the current knowledge in the field
c. Design two or three experiments to test this hypothesis and rationalize the use of the
methodology
d. Predict and interpret the possible results of the experiments
e. Formulate a new hypothesis based on the predicted results and identify and justify an
appropriate method(s) to test this new hypothesis