Students will be able to recognise viruses as non‑cellular infectious agents, state the basic components of a virus, and outline how viruses are classified according to the type of nucleic acid they contain (RNA or DNA) and whether that nucleic acid is single‑stranded or double‑stranded.
| Genome type | Strand configuration | Key replication feature | Typical example families |
|---|---|---|---|
| DNA | Double‑stranded (dsDNA) | Transcribed to mRNA by the host DNA‑dependent RNA polymerase. | Herpesviridae, Adenoviridae, Poxviridae |
| DNA | Single‑stranded (ssDNA) | Converted to dsDNA by host DNA polymerase before transcription. | Parvoviridae, Circoviridae |
| RNA | Double‑stranded (dsRNA) | Each strand serves as a template for synthesis of (+)‑sense mRNA. | Reoviridae, Totiviridae |
| RNA | Single‑stranded, positive‑sense (ssRNA⁺) | Genome can act directly as mRNA for protein synthesis. | Picornaviridae, Flaviviridae, Coronaviridae |
| RNA | Single‑stranded, negative‑sense (ssRNA⁻) | Requires a viral RNA‑dependent RNA polymerase to make (+)‑sense mRNA. | Orthomyxoviridae, Rhabdoviridae, Filoviridae |
Understanding the genome classification allows students to predict the replication strategy of important human pathogens:
By linking the classification to these examples, students can see how genome type influences disease‑causing mechanisms and informs vaccine or drug design.
Because the viral genome determines the proteins expressed on the virion surface, the classification also helps explain which viral antigens are recognised by the immune system and why certain vaccines target specific genome types (e.g., inactivated dsDNA viruses vs. live‑attenuated ssRNA⁺ viruses).
Flow‑chart idea: Start with “DNA or RNA?” → “Double‑stranded or single‑stranded?” → “If single‑stranded RNA, is it +‑sense or –‑sense?” → final box with the corresponding virus families. This diagram reinforces the step‑by‑step decision process required by the syllabus.
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