'Microsatellite DNA' is used in the case of which one of the following?

Describes that stimulated cells can release chemical compounds which other cells detect and respond to — a general rule that chemical signals can change cell behaviour.

A student could extend this by noting microsatellite-derived factors would need to act like such signalling molecules or influence their production to steer stem cell differentiation.

Explains that DNA (genes) encodes proteins and that hormones (chemical signals) control traits like growth — linking DNA sequence to production of molecules that change cell fate.

One could infer that if microsatellite DNA affects gene expression, it might alter production of proteins/hormones that direct stem cells toward specific tissue types.

States multicellular organisms use specialised cell types and tissues — a pattern showing that distinct molecular programs yield specialised functions.

A student could reason that stimulating stem cells must change their molecular program to produce specialised tissues, so any candidate (e.g., microsatellite DNA) would need to influence those programs.

Notes existence of specialised cell lineages with different chromosome/DNA content for particular functions, illustrating that DNA configuration relates to specialized cell roles.

This supports extending the idea that alterations in DNA or its regulatory regions could be implicated in directing cells to particular fates, a prerequisite for claims about microsatellite involvement.

Points out DNA copying is imperfect and generates variations — a general example that DNA sequence differences can lead to different cellular outcomes.

A student might use this to reason that sequence repeats (microsatellites) could influence gene function/variation and thus be hypothesised to affect differentiation, warranting experimental testing.

Explains vegetative propagation produces plants genetically similar to the parent, i.e., clonal propagation is used in horticulture (sugarcane, roses, grapes).

A student could infer that genetic markers (like microsatellites) might be useful to identify or verify these clonally propagated plants or to select parent material for propagation.

Describes tissue culture as a technique to grow many plants from one parent in disease-free conditions, a common method for producing multiple identical horticultural plants.

One could extend this to ask whether molecular markers (e.g., microsatellites) are used to monitor genetic fidelity or to screen for somaclonal variation among tissue-cultured clones.

Notes vegetative propagation is practised for growing some types of plants, highlighting the horticultural reliance on asexual/clonal methods.

This suggests testing whether molecular tools are applied in horticulture to confirm clonality or to select propagules, raising the possibility microsatellite markers could be used for that purpose.

Gives a concrete example (sisal) where propagation is done by bulbils and suckers because seed set is rare — an instance of routine clonal propagation in crops.

A student could reason that for crops propagated asexually, genetic assays (such as microsatellites) may be employed to track genetic identity or variability in propagules.

Mentions genetically modified crops as plants whose DNA has been modified using genetic engineering techniques, linking horticulture to DNA-level interventions.

From this one might extend to consider other DNA-based techniques (like molecular marker analysis) being applied in horticulture to support propagation or breeding decisions.

Mentions "DNA fingerprinting" as a method to identify individuals from biological samples, showing that molecular genetic markers are used to track individuals/populations.

A student could infer that if genetic markers can identify individuals, similar markers (e.g., microsatellites) might be used to track genetic-related outcomes or stratify subjects in drug trials and then check specialized sources on pharmacogenetic markers.

Describes "genetic analysis to estimate tiger populations from faecal samples," indicating genetics is applied to monitor populations noninvasively.

A student could reason that genetic assays used to monitor populations could be adapted to monitor biological responses in human cohorts during trials and then look for literature on markers used in clinical studies.

Explains DNA barcoding and sequencing standardized gene regions for identification, demonstrating use of short DNA regions as reliable markers.

A student could extend this to ask whether short repetitive markers (like microsatellites) are similarly standardized for tracking genetic variation relevant to drug response and search pharmacogenetics resources.

Defines archaeogenetics as use of molecular genetics to study population history, showing that genetic marker analyses are standard tools in population-level studies.

A student could use this pattern to hypothesize that population-level genetics (including microsatellites) can be applied to study variability in drug response across populations and then verify in clinical genetics literature.

Discusses DNA copying errors as sources of variation in populations, highlighting that genetic variation exists and can be measured.

A student could combine this with knowledge that drug efficacy can vary with genetic differences and then investigate whether microsatellites are among markers used to correlate genotype with drug response.