What is the application of Somatic Cell Nuclear Transfer Technology ?

Describes tissue culture where cells or tissues are removed and grown in artificial media to produce new organisms or many copies (callus → plantlets).

A student could extend this by noting tissue/cell-based propagation techniques are used to mass-produce biological materials and then ask whether SCNT is another cell-based method that could analogously produce organisms that serve as biolarvicides.

Explains that multicellular organisms have specialised reproductive strategies and that reproduction can be engineered by manipulating specific cell types.

One could use this to reason that cloning methods (like SCNT) alter reproductive processes and then check whether cloned organisms are used to generate organisms or secretions employed as larvicides.

Discusses DNA copying, cellular apparatus, and that cellular division and organisation are required for producing viable copies—highlighting that manipulating nuclei and cells affects organismal replication.

This provides a conceptual link to nuclear transfer (moving nuclei between cells) and suggests checking whether such nuclear manipulations are applied to create organisms or cell-lines used in biolarvicide production.

Summarises the Cartagena Protocol governing movement of Living Modified Organisms (LMOs) from modern biotechnology, implying regulatory attention to biotechnology-derived organisms.

A student could use this to pursue whether products labelled as biolarvicides fall under LMOs and whether techniques like SCNT (a modern biotech method) are mentioned in regulatory or product literature for such biocontrol agents.

Also states the objective of protecting against adverse effects of LMOs from modern biotechnology and regulating their import/export.

This supports checking international/regulatory sources to see if SCNT-derived organisms are categorized among LMOs used as biolarvicides, enabling verification or elimination of the statement.

Mentions that new types of plastics said to be biodegradable are available, indicating research/technology is applied to produce biodegradable plastics.

A student could look up what kinds of technologies (chemical polymerization, microbial fermentation, genetic engineering) are cited in descriptions of such biodegradable plastics to see if SCNT appears.

Gives a clear definition of 'biodegradable' as breakdown by natural processes, which frames the kinds of biological or chemical routes that could produce or degrade such plastics.

Use this definition plus knowledge of SCNT (a cloning technique) to judge whether SCNT logically connects to producing materials that must be broken down by natural processes.

Describes bioremediation techniques that rely on microorganisms (and engineered 'mixtures of bacteria') to degrade pollutants, showing biological approaches to plastic/pollutant problems tend to use microbes/enzymes.

A student could infer that microbial or enzymatic biotech is a common biological route for plastics issues and then check whether SCNT (an animal-cell cloning method) is used in similar applications.

Lists environmental problems caused by non-biodegradable plastics, highlighting the demand and incentive to develop biodegradable alternatives.

Knowing there is demand, a student could survey typical R&D methods used to create biodegradable plastics (e.g., biopolymers, bacterial synthesis) to see if SCNT appears among them.

Shows regulatory pressure (bans on single-use plastics) that motivates development and manufacture of biodegradable plastics.

Use the regulatory context to investigate industrial approaches adopted in response (chemical bioplastics, microbial production) and whether SCNT features in industry practice.

Tissue culture is cited as a technique that can produce many plants from one parent in disease-free conditions.

A student could compare tissue-culture methods (which produce disease-free clones) with SCNT (a cloning approach) to ask whether similar in vitro cloning could yield disease-free organisms.

The text notes availability of disease-free germplasm and mentions embryo transfer technology as a reproductive tool to improve genetic stock.

One could extend this pattern to examine whether reproductive technologies like SCNT are used analogously to provide disease-free germplasm in animals.

States that a single cell type in an organism can, under suitable conditions, grow and make other cell types.

This general rule supports the plausibility that transferring a nucleus into an enucleated cell (as in SCNT) could regenerate a whole organism, prompting investigation of whether that organism would be disease-free.

Emphasises that reproduction involves creating DNA copies and cellular apparatus.

A student could reason that because SCNT copies an individual’s DNA, any genetic disease present in donor DNA may be reproduced rather than eliminated, so SCNT may not guarantee disease-free progeny.

Notes that DNA copying is imperfect and generates variation in populations.

One could use this to argue that cloning (precise DNA copying via SCNT) might reduce variation but not necessarily remove disease-causing mutations, leading to targeted questions about genetic vs. non-genetic disease transmission in SCNT-derived organisms.