Inquiry Question 1: How are diseases transmitted?
Describe a variety of infectious diseases caused by pathogens, including microorganisms, macroorganisms and non-cellular pathogens, and collect primary and secondary-sourced data and information relating to disease transmission, including: classifying different pathogens that cause disease in plants and animals
A focused answer to the HSC Biology Module 7 dot point on the causes of infectious disease. Covers prions, viruses, bacteria, protozoa, fungi and macroparasites, with a named example for each and the structural features markers expect.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
NESA wants you to classify the six main types of pathogen, describe a defining structural feature of each, and give at least one named example of a disease they cause in plants or animals. This is foundational content that appears in multiple choice every year and underpins almost every Module 7 extended response.
The answer
A pathogen is any biological agent that causes disease in a host. Pathogens fall into six categories: prions, viruses, bacteria, protozoa, fungi and macroparasites. The diagram below shows their typical size range, which spans six orders of magnitude.
Prions
- Structure
- Misfolded proteins. No nucleic acid, no cell structure.
- Mechanism
- A prion induces normal cellular proteins (often PrP in nervous tissue) to misfold into the same abnormal shape, creating aggregates that destroy brain tissue.
- Example
- Bovine spongiform encephalopathy (BSE, "mad cow disease") and the human variant Creutzfeldt-Jakob disease.
Viruses
- Structure
- Acellular particles. Nucleic acid (DNA or RNA) enclosed in a protein capsid, sometimes with a lipid envelope. Not considered living.
- Mechanism
- Cannot replicate independently. Inject genetic material into a host cell and hijack the host's machinery to produce new viral particles.
- Examples
- Influenza A (RNA virus, respiratory), HIV (retrovirus, immune cells), tobacco mosaic virus (plant pathogen affecting tomato and tobacco leaves).
Bacteria
- Structure
- Prokaryotic single-celled organisms. Cell wall (peptidoglycan), plasma membrane, cytoplasm, 70S ribosomes, circular DNA, often with plasmids. No nucleus.
- Mechanism
- Cause disease by producing toxins (e.g. Clostridium tetani releases tetanospasmin) or by colonising and damaging host tissue.
- Examples
- Mycobacterium tuberculosis (tuberculosis), Vibrio cholerae (cholera), Agrobacterium tumefaciens (crown gall in plants).
Protozoa
- Structure
- Single-celled eukaryotes. Have a nucleus, membrane-bound organelles and often complex life cycles.
- Mechanism
- Often transmitted by vectors. Invade specific tissues and reproduce inside host cells.
- Examples
- Plasmodium falciparum (malaria, transmitted by Anopheles mosquito), Trypanosoma brucei (African sleeping sickness, tsetse fly).
Fungi
- Structure
- Eukaryotic, either unicellular (yeasts) or multicellular (moulds with hyphae). Cell walls made of chitin.
- Mechanism
- Often opportunistic, infecting compromised tissue or hosts. Spread by spores.
- Examples
- Tinea pedis (athlete's foot in humans), Candida albicans (thrush), Puccinia graminis (wheat stem rust, a major plant pathogen).
Macroparasites
- Structure
- Multicellular eukaryotic organisms, often with complex life cycles. Includes helminths (worms) and ectoparasites (fleas, ticks).
- Mechanism
- Live in or on the host, drawing nutrients and causing tissue damage, blood loss or immune dysfunction.
- Examples
- Taenia solium (pork tapeworm), Schistosoma mansoni (blood fluke causing schistosomiasis), Phytophthora infestans (a protist-like macroparasite causing potato blight).
Examples in context
Example 1. Phytophthora cinnamomi causing dieback in Western Australian jarrah forests. Phytophthora cinnamomi is a water mould (oomycete), neither true fungus nor bacterium, that causes dieback in over 40 percent of jarrah (Eucalyptus marginata) forests in southwestern Australia. The pathogen reproduces by motile zoospores that swim through soil water to root tips, where they encyst and germinate, then their hyphae invade and destroy the xylem so the tree cannot transport water. Parks and Wildlife Service WA classifies dieback as the single greatest threat to native flora biodiversity. Quarantine measures including boot-washing stations and vehicle hygiene at park entrances aim to limit pathogen spread, which illustrates how recognising the pathogen type (a water-borne stramenopile) directly shapes control strategy.
Example 2. Hendra virus from flying foxes to horses in NSW. Hendra virus is a paramyxovirus (RNA virus, enveloped) that naturally infects Australian black and grey-headed flying foxes (Pteropus species) without causing disease. Periodically, viral particles in flying fox urine or partially eaten fruit contaminate horse paddocks, infecting horses through ingestion or mucous membrane contact. Affected horses develop fatal respiratory and neurological disease within days. Since 1994, 80 horses and four humans have died in NSW and Queensland outbreaks. Because Hendra is an RNA virus with a lipid envelope, antiviral options are limited; instead control depends on a horse vaccine (Equivac HeV, available since 2012) and removing horses' access to flying fox roosting trees.
Try this
Q1. Classify the following pathogens by type: (a) Bacillus anthracis, (b) Plasmodium falciparum, (c) HIV, (d) Cordyceps fungus. [4 marks]
- Cue. (a) Bacterium (prokaryote). (b) Protozoan (eukaryotic single cell). (c) Virus (RNA retrovirus). (d) Fungus (eukaryotic, hyphal).
Q2. A new disease outbreak in NSW poultry shows symptoms within 48 hours. Electron microscopy reveals 80 nm enveloped particles with a single-stranded RNA genome. Identify the most likely pathogen type and explain two control strategies. [3 marks]
- Cue. Likely a virus (e.g. avian influenza). Control: culling infected flocks, vaccination of healthy birds, biosecurity quarantine zones.
Q3. Compare bacteria and viruses. (a) Describe one structural difference. (b) Describe one reproductive difference. (c) Explain why antibiotics work against bacteria but not viruses. [2+2+2 marks]
- Cue. (a) Bacteria are cellular with cell walls; viruses are acellular with protein capsids. (b) Bacteria binary fission; viruses require host cell machinery. (c) Antibiotics target bacterial-specific structures (e.g. peptidoglycan) absent in viruses.
Exam-style practice questions
Practice questions written in the style of NESA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
2025 HSC2 marksThe Varroa mite is an external parasite of European honey bees and is considered to be the most serious pest of honey bees worldwide. Why is Varroa mite infection considered to be an infectious disease?Show worked answer →
Full marks (2) require justifying that Varroa mite infection is infectious. The marking guidelines accept: it is caused by a pathogen (the mite is a parasitic pathogen) that is transmitted/spread between organisms — spreading between bees and hives that come into direct contact with the pest. One mark is given for some relevant information (e.g. naming it a parasite without linking to transmission). The key, flagged in marker feedback, is to identify both that a pathogen causes it AND that it spreads from organism to organism.
2023 HSC2 marksDescribe a feature that distinguishes a viral from a bacterial pathogen.Show worked answer →
2 marks: provide one feature that distinguishes a bacterium from a virus. The sample answer compares size — a bacterium is 1–10 µm whereas a virus is 0.05–0.1 µm, so a bacterium is much larger. Other accepted distinguishing features: bacteria are prokaryotic cellular organisms while viruses are non-cellular (nucleic acid + protein coat); bacteria are living while viruses are usually considered non-living; bacteria reproduce by binary fission whereas viruses must use a host cell to replicate. Marker note: state a distinguishing feature as a comparison, not just a list of separate features.
2023 HSC2 marksA waterborne disease outbreak occurred after a flood. Outline an experimental procedure that could be used to determine if the pathogen is viral or bacterial.Show worked answer →
2 marks for a method that distinguishes bacterial from viral pathogens including the expected result. Sample answer: try to grow the pathogen on an agar culture — a bacterial pathogen will form colonies on agar, but a viral pathogen cannot be cultured on agar (it needs host cells). Alternatively, view under a high-powered light microscope — bacteria are visible, a virus is too small to see. Another accepted method: expose the pathogen to antibiotics — bacteria die but the virus is unaffected. Marker feedback stresses you must state the expected results, not just the procedure.
2020 HSC3 marksThe rabies virus is a single-stranded RNA virus that contains and codes for only five proteins. Use the information provided in a diagram of its structure to explain why the rabies virus cannot be classified as a cellular pathogen.Show worked answer →
3 marks: explain a feature distinguishing the virus from cellular pathogens. Sample answer: the rabies virus has a small genome of single-stranded RNA, whereas cellular pathogens such as bacteria have a much larger genome in the form of DNA, which enables them to carry out complex cellular processes without a host. The virus lacks the cellular machinery to reproduce independently. Marker feedback: be specific (single-stranded RNA, not just "single-stranded") and classify by structures the organism has, not by the processes it carries out.
Related dot points
- Investigate the transmission of a disease during an epidemic, including: mode of transmission (direct, indirect including airborne, vector-borne and waterborne or food-borne) of an infectious disease
A focused answer to the HSC Biology Module 7 dot point on modes of transmission. Covers direct transmission, indirect transmission (airborne, waterborne, food-borne) and vector-borne transmission, with a named example for each and the public-health implications.
- Investigate the transmission of a disease during an epidemic, including: adaptations of pathogens that facilitate their entry into and transmission between hosts
A focused answer to the HSC Biology Module 7 dot point on pathogen adaptations. Covers structural and biochemical adaptations that allow entry into hosts, evasion of immune responses and transmission between hosts, with named examples for each.
- Investigate the work of Pasteur and Koch and evaluate the impact of their work on the understanding of infectious disease, including Koch's postulates
A focused answer to the HSC Biology Module 7 dot point on Pasteur and Koch. Covers Pasteur's swan-neck flask experiment, Koch's anthrax and tuberculosis work, the four Koch's postulates, and the impact of germ theory on modern medicine.