Aging Biology

Base Knowledge


Teaching Methodologies

Beyond the initial exhibition contents, documentary research, observing and recording data for analysis are encouraged, so that the student is constituted as an active element in their learning process. It promoted the development of a working group, which result elements respective writings and oral presentation (A). It promoted self-assessment (B) and hetero-evaluation (C).Based on survey and documental information, and observation of facts in real contexts, is still promoted the development of individual work that focuses on the characterization of common pathologies in / the old / the identifying and substantiating the risk factors. The work also includes proposals for intervention in health promotion and disease prevention. This work follows a written and an oral defense, settling as evaluation elements (D). In continuous assessment system, the elements considered are outlined by the following weighted: (0.4*A) +(0.05 * B) + (0,05*C) +(0.5 * D). Evaluation by an exam test (100%)

Learning Results

1. Identify the main characteristics and manifestations of aging of different biological systems of the human organism;
2. Understand the interdependent relationships in biological systems of the organism and the physiological and functional repercussions of changes in the process of human aging;
3. Recognize fragile aspects that influence the vulnerability of the elderly to diseases;
4. Recognize the most common health problems in the elderly;
5. Mobilize knowledge and practices on successful aging in developing health promoted strategies.


1. Biological mechanisms of aging at the level of various biological systems of the human body;

2. Structural and physiological interdependence of biological systems of the body.

3. Physiological and functional repercussions changes observed in the human aging process.

4. Fragility as a disease vulnerability factor in the elderly person.

5. Recognition of frequent pathologies in the elderly, associated with the systems: nervous, cardiovascular, respiratory, digestive, urinary, reproductive, endocrine, musculoskeletal, immun and sense organs.

6. Biomedical perspective of successful aging and longevity.

Curricular Unit Teachers

Grading Methods

  • - written test - 100.0%
Continuing Evaluation
  • - individual paper - 50.0%
  • - self and hetero-evaluation - 10.0%
  • - Group work - 40.0%




Correia, J. M. (2003) Introdução à Gerontologia. Universidade Aberta: Lisboa.

Espanha, M., Correia, P.P., Pascoal, A.G., Armanda da Silva, P., & Oliveira, R. (2001). Anatomofisiologia:
Funções da vida orgânica interna, Tomo III. Cruz Quebrada: Faculdade de Motricidade Humana

Reichel, W., Gallo, J.J., Busby-Whitehead, J., Rabins, P.V., Silliman, R.A., & Murphy, J.. (2001). Assistência
ao Idoso: Aspectos clínicos do envelhecimento (5ª Ed.). Rio de Janeiro: Guanabara e Koogan.

Freitas, V. E. P., Aluizio, F., Cançado X., & Gorzoni, M. L. (2006). Tratado de Geriatria e Gerontologia (2.ª
Ed.). Rio de Janeiro: Editora Guanabara.

Ribeiro O., & Pául, C. (2011). Manual de Envelhecimento Activo. Lisboa: Lidel

Moody, H.R. (2009). Aging Concepts and Controversies (6th Ed). California: Pine Forge Press.

Veríssimo, T. (Coord.) (2014). Geriatria fundamental – saber e prática. Lisboa: Lidel.