Chemical Equilibrium in the Brain: The Science Behind Alzheimer's Disease
One of the leading causes of death for senior citizens is neurodegenerative diseases, particularly dementia. A specific type of dementia is Alzheimer's disease. In one way or another, most of us have seen the tragic effects of this disease like memory loss, mood swings, loss of personality, and death. So what's behind this evil disease? What causes a person to leave a healthy state of mind? At the end of the day, Alzheimer's is just when the brain is chemically imbalanced. In my social media campaign, I dove into the mystery of Alzheimer's, however even experts are still unsure about the mechanics of the disease. Without certainty, it is near impossible to develop targeted treatments for Alzheimer's. Below is my supporting document summarizing some of my research.
One of the leading causes of death for senior citizens is neurodegenerative diseases, particularly dementia. A specific type of dementia is Alzheimer's disease. In one way or another, most of us have seen the tragic effects of this disease like memory loss, mood swings, loss of personality, and death. So what's behind this evil disease? What causes a person to leave a healthy state of mind? At the end of the day, Alzheimer's is just when the brain is chemically imbalanced. In my social media campaign, I dove into the mystery of Alzheimer's, however even experts are still unsure about the mechanics of the disease. Without certainty, it is near impossible to develop targeted treatments for Alzheimer's. Below is my supporting document summarizing some of my research.
Who's the Culprit?
Everyone wants to look for the scapegoat a disease is costing the lives of millions of people. While there are multiple causes, one can identify amyloid beta peptides as the criminals. Amyloid beta, a protein in the fluid of the brain, forms plaque in the brain when it goes from its soluble form to the form of amyloid fibril. Since the fibrils present a catalytic surface, as the first fibrils form, amyloid-beta fragments attach to its surface and form new fibrils that will detach. This is an autocatalytic process because the chemical reaction on the fibril surface creates cell-killing formations.
Everyone wants to look for the scapegoat a disease is costing the lives of millions of people. While there are multiple causes, one can identify amyloid beta peptides as the criminals. Amyloid beta, a protein in the fluid of the brain, forms plaque in the brain when it goes from its soluble form to the form of amyloid fibril. Since the fibrils present a catalytic surface, as the first fibrils form, amyloid-beta fragments attach to its surface and form new fibrils that will detach. This is an autocatalytic process because the chemical reaction on the fibril surface creates cell-killing formations.
What are Plaques?
Plaques form from the accumulation of protein fragments called beta-amyloid, found in the fatty membrane of nerve cells. It is known to be chemically “sticky”. Groups of a few pieces of beta-amyloid might be more harmful than plaques because they can block cell signaling pathways at the synapses. These can also activate immune system cells that trigger inflammation and devour damaged cells. Tangles are twisted strands of proteins that along with plaques are suspects for the deterioration of brain cells and tissues, but scientists are not absolutely sure. Alzheimer’s is still unknown territory, which is mostly why there is little to treat it.
Plaques form from the accumulation of protein fragments called beta-amyloid, found in the fatty membrane of nerve cells. It is known to be chemically “sticky”. Groups of a few pieces of beta-amyloid might be more harmful than plaques because they can block cell signaling pathways at the synapses. These can also activate immune system cells that trigger inflammation and devour damaged cells. Tangles are twisted strands of proteins that along with plaques are suspects for the deterioration of brain cells and tissues, but scientists are not absolutely sure. Alzheimer’s is still unknown territory, which is mostly why there is little to treat it.
The brain is the site of highly oxidative reactions. The brain is only 2% of the human body’s mass, but consumes 20% of the body’s oxygen. The brain contains an abundance of antioxidants that prevent the growth of reactive oxygen species. In normal aging, the brain has metal ions like zinc, copper, and iron that are also considered reactive oxygen species but are controlled by antioxidants in the brain. Amyloid-beta peptides are most likely reactive oxygen species that form from Fenton Chemistry in redox active metal ion reduction and activation of molecular oxygen. Increased levels of Amyloid-beta correlate to soluble dityrosine cross-linked oligomers. Reactive oxygen species lose an electron and travel throughout the brain destroying other cells to neutralize itself. Therefore the more amyloid-beta plaques there are, the more antioxidants the brain needs to neutralize these highly reactive oxygen species. The amyloid-beta peptides shift the brain out of equilibrium.
Le Chatelier's Principle:
If a system in chemical equilibrium is subjected to a disturbance, it tends to change in a way that opposes this disturbance.
If a system in chemical equilibrium is subjected to a disturbance, it tends to change in a way that opposes this disturbance.
Specifically to Alzheimer's:
The amount of antioxidants and reactive oxygen species in the brain must me in equilibrium.
The amount of antioxidants and reactive oxygen species in the brain must me in equilibrium.
Below is my infographic further explaining the effects of Alzheimer's on the brain:
Reflection:
This project was unique to all my previous STEM projects in that it was an individual assignment. Each person picked a topic that interested them most. I specifically chose Alzheimer's because it is near and dear to my heart after my grandmother's death. Then we were put in groups according to our topics. For example, the other student in my group did her project on ADHD. Overall, I believe this was the best project of the school year. Although group projects allow us to develop our skills in cooperation and diligence in a group setting, individual projects motivate students. People always say that college students work harder because they are studying what they love. Similarly, I truly enjoyed researching Alzheimer's because I was fascinated by the topic. This project was the perfect end to our third year in STEM because next year, we are starting senior projects. These are individual projects that start from our own ideas and will succeed according to the amount of time we put in. This project excited me for next year's endeavors.
With every project, there are ups and downs, even when you are working alone. Below I've outlined the peaks and pits of my project experience.
Peaks:
1. Research - I spent entire class periods reading published articles on an online medical research archive. I was astonished by the intricacy of the disease, created by a chain reaction of damage to the brain. And yet it all starts with a molecule whose electron was stolen.
2. Infographic - Using a online program called Piktochart, I was able to create a detailed poster for Alzheimer's disease. I was able to explain the general causes and effects of the disease while explaining how an unhealthy brain was characterized by an imbalanced reaction in the brain.
Pits:
1. My supporting document - At the beginning of the project, I thought the supporting document was just a place to put all of our research. However, it was simply a summary of all our sources and proof of its credibility. I was grateful to have my research, but after revision, I found summarizing sources forces you to thoroughly read and comprehend the material. However, it was a last minute revision that could have been avoided if I read the rubric.
2. My video - Originally, I planned to make a video for my social media campaign. I was going to include interviews from my mentor at the Buck Institute as well as cartoons outlining the chemistry behind Alzheimer's. However, again due to my poor time management skills, I ran out of time. The infographic worked out well, but next time I will plan my time accordingly to my ambitions.
This project was unique to all my previous STEM projects in that it was an individual assignment. Each person picked a topic that interested them most. I specifically chose Alzheimer's because it is near and dear to my heart after my grandmother's death. Then we were put in groups according to our topics. For example, the other student in my group did her project on ADHD. Overall, I believe this was the best project of the school year. Although group projects allow us to develop our skills in cooperation and diligence in a group setting, individual projects motivate students. People always say that college students work harder because they are studying what they love. Similarly, I truly enjoyed researching Alzheimer's because I was fascinated by the topic. This project was the perfect end to our third year in STEM because next year, we are starting senior projects. These are individual projects that start from our own ideas and will succeed according to the amount of time we put in. This project excited me for next year's endeavors.
With every project, there are ups and downs, even when you are working alone. Below I've outlined the peaks and pits of my project experience.
Peaks:
1. Research - I spent entire class periods reading published articles on an online medical research archive. I was astonished by the intricacy of the disease, created by a chain reaction of damage to the brain. And yet it all starts with a molecule whose electron was stolen.
2. Infographic - Using a online program called Piktochart, I was able to create a detailed poster for Alzheimer's disease. I was able to explain the general causes and effects of the disease while explaining how an unhealthy brain was characterized by an imbalanced reaction in the brain.
Pits:
1. My supporting document - At the beginning of the project, I thought the supporting document was just a place to put all of our research. However, it was simply a summary of all our sources and proof of its credibility. I was grateful to have my research, but after revision, I found summarizing sources forces you to thoroughly read and comprehend the material. However, it was a last minute revision that could have been avoided if I read the rubric.
2. My video - Originally, I planned to make a video for my social media campaign. I was going to include interviews from my mentor at the Buck Institute as well as cartoons outlining the chemistry behind Alzheimer's. However, again due to my poor time management skills, I ran out of time. The infographic worked out well, but next time I will plan my time accordingly to my ambitions.