Secondary Science Subject Overview - BJU Press · secondary science book. These features provide enrichment informa-tion, including career possibilities, life connections, biographies

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secondary subject overview

Science

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Knowledge. Growth. Wisdom.Our Goals for Secondary Science• Engage students with real-world problem solving so they can see the

usefulness of science for helping others

• Teach students to incorporate their biblical worldview as they think criti-cally about the claims of modern science

• Help students analyze scientific concepts through hands-on learning and relevant applications

Our Vision

ContentsProgram Goals

Biblical Worldview 3

Academic Rigor & Critical Thinking 4

Practical Application 5

The Materials 6

The Features 8

Technology Solutions 14

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Program GoalsProgram GoalsBiblical WorldviewWhat Is a Biblical Worldview?

A worldview is the overall perspective from which a person sees and interprets everything in life. A biblical worldview is the overall perspec-tive derived from the teachings of Scripture. A person who is guided by a biblical worldview orients himself in life by the Bible’s storyline of Creation, Fall, and Redemption. Based on what the Bible says about where the world came from—and humans in particular—he pursues his education and takes his place in God’s world. Based on what the Bible says about sin and its effects, he critically evaluates the claims of oth-ers and the longings of his own heart. Based on what the Bible reveals about God’s redemptive work in Christ, he seeks to live a life of good works, using his knowledge and skills to help others and glorify God.

What Does a Biblical Worldview Look Like in Science Textbooks?

Throughout our science materials, we show students how a biblical worldview enables them to see science the way it was meant to be seen. All of science is a process of modeling. We observe the world, and then we make models of reality based on our observations. But we must be careful to build models that fit with reality as God has described it in His Word. We cannot understand God’s world unless we look at it through the lens of His Word. This means we often must take time to show students that modern science incorrectly interprets data in a variety of areas, such as how old the earth is, how mountains and canyons formed, and where the human race came from.

Our goal is not to leave students with a negative view of the study of nature. Repeatedly we emphasize that a biblical worldview teaches us to value science as a powerful tool for solving problems—if we will view science as a tool and not as a god. Genesis 1:28 tells us that God made humans to rule over the earth. The modeling work of science is one of the most important tools God has given us for fulfilling this command. This is the reason that we fill our books with real-world problems for students to solve. As students get their hands dirty in the work of science, they see how God can use them to live out the de-mands of Genesis 1:28 in a way that declares God’s glory.

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What Is Academic Rigor?

Scientific claims are made everywhere—on television, in magazines, in grocery stores, even on billboards. Do living things really evolve? Is stem-cell research wrong? Will a certain food actually prevent cancer? Students need to learn to evaluate the claims they hear. Some scien-tific claims are not really scientific at all. It is important that students learn to recognize such false claims and know how to refute them.

How Do We Teach Critical-Thinking Skills?

The BJU Press secondary science program gives students that founda-tion by teaching them to think critically every day. In the textbooks, quizzes, tests, and labs, students must evaluate what they read, test their knowledge, make connections, hypothesize, test their hypoth-eses, and analyze data to come to a conclusion.

Section reviews are provided at the end of every section in each student edition to help students comprehend what they have just read. Chapter reviews are provided to help students think through concepts they have learned in the chapter. Lab exercises include questions students must complete before, during, and after the lab to help them analyze data, see connections, and understand each lab process more fully.

Academic Rigor & Critical Thinking

Obviously, a little water over a looong time. No, a LOT of water

over a short time.

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Can Science Help Students Make Better Decisions?

Knowledge about science will help students make intelligent deci-sions. Every day they make many choices that affect themselves, other people, and other living things around them. For example, decisions about what they eat and how they care for their bodies are important. They may also have to decide whether participating in a specific medi-cal procedure is morally wrong even though it is technologically pos-sible. What they encourage their friends to believe and practice about topics like conservation and pollution is also important.

Science is a powerful tool for Christians to use in exercising good and wise dominion over the earth. Our books make frequent references to career opportunities and applications of science that allow students to maximize the usefulness of God’s creation. In many instances, these same actions also fulfill the second great commandment of showing love for others.

A Christian’s decisions should be based on three things: the principles taught in the Bible, the wisdom that God promises to those who seek it, and the knowledge available from observation. The information and thought processes that students learn in the BJU Press secondary sci-ence program will help them become better stewards of the resources God has provided—not only in middle school and high school but also for the rest of their lives.

How Do We Help Students Get More Out of Their Textbooks?

Informational boxes are sprinkled throughout the chapters of each secondary science book. These features provide enrichment informa-tion, including career possibilities, life connections, biographies of historical and modern scientists, case studies, ethical issues, worldview sleuthing (webquests), and extra content that will help stimulate stu-dents and shape their worldviews.

Students appreciate science more fully when they can see it in action. To make learning about science more interactive, suggested resources and activities are provided in each teacher edition, giving teachers easy access to ideas.

Practical Application

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The MaterialsBelow is a sample of the BJU Press secondary science materials provided for each secondary-level grade. Some grades may include additional pieces. For a comprehensive list, contact your Precept sales representative at 800.511.2771 or visit bjupress.com today.

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A. Student Edition

Each student edition uses colorful photos and illustrations, helpful charts and diagrams, and age-appropriate content to make science more excit-ing and accessible to middle school and high school students. Special-interest boxes are included to augment the text, help students to think critically about a topic, and encourage them to consider specific careers in science.

B. Teacher Edition

The teacher edition for each grade contains full-color, reduced-size student pages—plus tons of extras, such as activities, ideas for discus-sion, and intriguing chapter openers to make learning that much more memorable.

C. Student Lab Manual/Student Activities

Lab manual exercises help enrich the lessons, giving students hands-on experience with some of the objects, concepts, and processes they are studying. Each lab manual uses a variety of written exercises that students complete in each lab.

D. Teacher Lab Manual/Student Activities Answer Key

The teacher lab manual contains full-color, reduced-size lab manual pages with answers as well as additional instructions on preparation and execution of lab exercises.

E. Assessments

Each assessment packet contains one age-appropriate test per chapter, covering the most important concepts taught in the lessons. The assess-ments answer key is available for each grade.

u See pages 14–15 for technology solutions.

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The Features

LESSON PLAN OVERVIEWxxii

Day Section ST Pages TE Pages Teacher Resources Essential Questions Content Objectives

120 17C Water as a Resource 408–13 408–13 Links: Center Pivot Irrigation, Water Conservation, Disposal of Unused Medicine, Water Treatment, Well Data

Lab 17C: Follow the Flow—Inquiring into Groundwater Pollution (2 days)

EQ: How can we wisely use water?

Objectives:

17C1 Explain how we can use and conserve drinking water.

17C2 Identify the ways that drinking water can become polluted.

17C3 Relate the importance of drinking water and sewage treatment to modern, healthy living.

121 Lab Day 1 Lab 17A or Lab 17C (Day 1)

122 Lab Day 2 Lab 17B or Lab 17C (Day 2)

123 17D Groundwater Landforms

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414–22, 425

Life Connection: Curious Cave Critters

Careers: Serving God as a Speleologist

Case Study: White Nose Syndrome

Links: Notable Caves of the World, various cave links, White Nose Syndrome

Google Earth Links: Blue Grotto, Dead Sea Caves, Carlsbad Caverns, Craters of the Moon, Lava Beds National Monument

EQ: What conditions are required to form caves?

Objectives:

17D1 Evaluate old- and young-earth models for the origin of solution caves.

17D2 Explain where cave features come from.

17D3 Distinguish between a spelunker, a caver, and a speleologist.

17D4 Describe some features of karst topography.

124–25 Review and Test Days Chapter 17 Test

UNIT 5: THE ATMOSPHEREChapter 18: Earth’s Atmosphere (6 days)

Foundational Chapter126 18A What Is the

Atmosphere?429–39 429–39 Case Study: Skydiving from

Space

Links: Urey-Miller Experiment, Urey-Miller Experiment Analysis, Baumgartner’s Space Jump, Carbon Cycle, Nitrogen Cycle

Demonstration: Ammonia

Lab 18A: Weighty Matters—Understanding Barometric Pressure

EQ: How does the atmosphere change with elevation?

Objectives:

18A1 Describe how people can affect the atmosphere.

18A2 Identify evidence of design in the atmosphere.

18A3 Sketch the atmosphere’s composition, temperature, and structure.

18A4 Trace the flow of carbon and nitrogen in the atmosphere.

LESSON PLAN OVERViEW

Tips for integrating

the Bible into lessonsLesson plan overview included in each teacher edition

• Earth Science Teacher Edition 5th ed., 2018

Logical, Complete Lesson Plan Suggestions

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cell membrane—surrounds each cell of both prokaryotes and eukaryotes; protects the cell and allows certain materials to move through it; contains proteins that perform several different functions for the cell

centrosome—found in animal and human cells; builds parts for the cytoskel-eton

nucleus (pl., nuclei)—found in eukary-otic cells; “control center” of the cell; con-trols the actions of the cell and contains its genetic material

nucleolus (pl., nucleoli)—contains RNA and proteins; area of the nucleus where ribosomes are assembled

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chromatin—the genetic material of the nucleus; contains DNA, RNA, and proteins

mitochondrion (pl., mitochondria)— “powerhouse” of the cell; transforms energy from sugars into usable ener-gy for the cell; has an inner membrane that contains folds (cristae), allowing for more surface area to increase en-ergy output and more proteins to be embedded in the membrane; may have many or few cristae depending on how much energy a certain type of cell needs

Golgi apparatus—“post office” of the cell; receives substances from the ER and packages them into membrane sacs called vesicles; sends vesicles either to places within the cell or to the cell mem-brane to deliver their cargo outside the cell

lysosome—a type of vacuole; found in human, animal, and animal-like cells (pro-tozoans); contains digestive enzymes that digest food, kill bacteria and viruses, and recycle old cell parts; moves to the cell membrane by cytoplasmic streaming to release wastes outside the cell

cilia (sing., cilium)—extension of the cytoskeleton; often cover an en-tire cell or a portion of a cell; shorter than flagella; propel the cell through its environment; move particles past the cell, such as moving mucus out of the lungs, into the throat, and down to the stomach

Typical animal cell (eukaryote)

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lipid bilayer—Lipids have a hydrophilic (water-loving) end and a hydrophobic (water-fearing) end, so they arrange themselves into two layers—the hydrophilic ends facing the watery environments inside and outside the cell, and the hydro-phobic ends facing each other to escape the water.

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CYTOLOGY 93

• Biology Student Edition 5th ed., 2017

Digital version of

images available via

TeacherToolsOnline.com

Colorful Diagrams, Photos, and Illustrations

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83 Cracking the Kernel

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section date

9D CraCking the kernelInquiring into Percent CompositionThere’s nothing like a good movie and a bowl of popcorn. It’s a bit of a mystery how a hard seed can turn into a puffy morsel of yumminess with just the application of heat. How does this happen?

A popcorn kernel contains moisture (water) within its starchy endo sperm. The outer covering of the kernel, or pericarp, is tough and moisture resistant. When sufficiently heated, the water inside turns to steam within the strong outer hull, which normally does not allow its escape. This superheated, pressurized steam softens the starch in the endosperm. But as the temperature continues to increase, eventually the pressure of the steam becomes high enough to suddenly burst the hull, allowing the steam to escape and the starchy interior to expand rapidly and form a foam. Once the pressure is released, the foam cools rapidly, allowing it to set in the shape that we recognize as popped corn.

The rate at which the popcorn kernel is heated is an important con-sideration in obtaining good yields of popped corn. If it is heated too rapidly, the bursting point of the hull is reached before the starch is softened sufficiently; the result is a partially popped kernel with a hard center. If it is heated too slowly, the steam that forms may leak out of weaker areas of the hull before the pressure builds sufficiently to cause the kernel to burst. The result is unpopped kernels.

PROCEDUREYou get to design your own procedure! Your goal: Find out how much water is in a kernel of popcorn by calculating the percent composition by mass. As you do, consider the points below. When you are ready, out-line your steps in the space at the end of this lab and ask your teacher to approve your methods.You may want to use a small number of kernels to make it easier to

count.It may be a good idea to do your experiment several times to con-

firm your results.Consider using vegetable oil in the container that you heat to pre-

vent the kernels and the popped corn from burning. To do this, pour in enough oil to cover the bottom of the container.

Be sure to provide an escape for the steam from the container as it is heated. At the same time, you should provide a way to limit the loss of oil by spattering—and to prevent the escape of popped corn!

Burned popcorn smells terrible! Be careful not to burn it.(Optional) Your teacher may also provide old (presumably drier)

kernels to compare with fresher kernels in terms of both percent composition and popping success rate. If directed, you should de-vise a procedure that will examine these relationships between the fresh and the old kernels.

Objectives

Equipment

09-12-P Photo of popped corn or a bowl of popped corn

Page Layout: Place next to intro.

Safety InformationBe sure to get your procedure approved by your teacher before you begin. Plan to observe safety considerations! There is a potential for burns and injury in this lab if not done properly.

Do not eat the popcorn since you will be using equipment that may be contaminated by chemicals.

Figure 1 All this came out of a few kernels of corn?

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• Chemistry Student Lab Manual 4th ed., 2015

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tions explain the

experiment

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stated clearly

for each lab

Safety guidelines highlight potential

dangers

Clear Instructions for Hands-on Learning

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More Than Little Airplanes 1

In some ways, this lab may be the most important in the course be-

cause it intro duces a crucial tool of science: modelmaking. As the title suggests, scien-tific modelmaking is not just making min-iature objects (although it can include this kind of work). This lab introduces the stu-dents to models based on data. Models represent phenomena and give scientists convenient ways for analyzing data, hy-pothesizing about possible outcomes, and testing their ideas. We strongly en-courage you to connect this lab closely with the textbook chapter so that stu-dents internalize this important concept.

The subject of lunar colonies is a rich one. You may want to spend

some extra time discussing the many fac-tors involved in establishing a lunar colony. Don’t forget to consider the non-technical issues as well! Numerous reputable online sources discuss this topic. For a few exam-ples, visit the Physical science 5th Edition Re-sources webpage. Under Lab Manual click on the link Lunar Colonies. It may also be helpful to inform your students of current progress toward a lunar colony at the time that you are teaching this class.

Since the following procedures in-volve graph reading and interpreta-

tion, it may be helpful to review graphing terminology and graph reading procedure if your students are inexperienced or rusty in this area.

Both plots in Figure 2 are based on data collected outside these cities in order to eliminate the urban heat island effect commonly seen in large cities.

If you have any students in your class with color vision deficiency,

you may need to identify the city associ-ated with each plot line since the students may have difficulty distinguishing be-tween the colors.

Do not delete this box! It’s used for footer text variables1AMore Than Little Airplanes

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Modeling God’s World

1A MORE THAN LITTLE AIRPLANESSCIENTIFIC MODELMAKINGHave you ever thought about what it would be like to live in a lunar col-ony? If so, you’re not alone. As early as 1638, John Wilkins, an English scientist and bishop, wrote a book predicting human colonization of the moon. Since that time, scientists and science fi ction writers alike have discussed the problems that would have to be solved in order to establish a permanent lunar colony.

Apollo 17 astronaut Eugene Cernan was the last human to walk on the moon, leaving its surface on 14 December 1972. In the four decades since, scientists, engineers, and politicians have discussed returning to the moon and establishing a lunar colony. At the time of this writing, however, no government has a scheduled plan in place, although sev-eral are estimating dates in the 2020s or 2030s.

In this lab, we’re going to look at lunar temperature, which is just one crucial factor involved in lunar colonization. As you’ll soon dis-cover, the moon presents some unusual challenges in this area. We’ll explore lunar temperature by using one of the most important scientifi c techniques—modelmaking. And we’re not talking about plastic space-ships! Let’s get started.

ProcedureBackground InformationIn many ways, the moon is a good place to build the fi rst space colony. Its average distance from the earth is 384,400 km (238,900 mi), which makes it a close neighbor. Even with 1960s technology, the moon was just three days away. But the moon also off ers some real challenges caused by the length of its day.

Unlike Earth’s 24-hour day, the moon’s day is about 29.5 Earth days long (708 hours). What this means is that a moon colonist experi-ences about 354 hours of daylight followed by 354 hours of night. Aside from interfering with human sleep patterns, the almost month-long lunar “day” means that the surface tempera-ture changes could be extreme. How extreme? Th at’s what we’re about to fi nd out.

Modeling Earth’s Heating and CoolingBefore the lunar missions of the 1960s, no-body had actually measured the moon’s sur-face temperature with a thermometer. But we had plenty of temperature data showing how the earth heats and cools each day. Th e earth and the moon are about the same distance from the sun, so examining how the earth heats and cools might shed some light on the moon’s climate.

Examine Figure 2 carefully. It’s a graph showing the hourly temperature changes for two diff erent cities: Phoenix, Arizona, and Sioux Falls, South Dakota. Th e graph is a

GoalsAfter completing this lab, you will be able to✓ explain how models represent or

describe a phenomenon.

✓ use scientific models to answerquestions and test hypotheses.

✓ discuss the limitations of scientific models.

✓ use models to find solutions todifficult problems.

Equipmentnone

Figure 1 Lunar colonies have captured human imagination for hundreds of years.

Figure 2 An Earth heating-cooling model

Daily Temperature VariationAutumnal Equinox (Sept. 22 to 25, 2011)

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Full-color, reduced-size lab manual page

• Physical Science Teacher Lab Manual 5th ed., 2014

Additional tips,

instructions,

and content

Teacher Lab Manual Includes Extra Information

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Electric Charge 413

Day 2Briefly go over the answers to the 18A Section Review questions in class. It may be profitable to spend a good portion of the class period working on the solution to the dominion modeling exercise, Questions 7 and 8.This section is most effectively taught using demonstration apparatus. A low-humidity day is optimal. Carefully cover the difference between charging by contact and charging by induction. Emphasize Coulomb’s law and the conditions under which it is applicable. Briefly note the similarities and differences between the gravitational force and the electrostatic force.Assignment: Complete 18B Section Review.Read Lab 17, “Electrostatic Charges,” and complete the Prelab Homework. (You may choose to omit part or all of this assignment.)

Day 3 (Lab Day)Briefly go over the answers to the 18B Section Review questions in class.

Schedule SummarySection 18A: 1–2 periods Section 18B: 1–2 periods

NSE Content StandardsA1–2, B1–2, B4–6, E1–2, F3, F6, G1–3, H1–3, H5

Lab ExerciseLab 18, “Electrostatic Charges”

Bulletin Board IdeaCreate a display with labeled photos of the many kinds of devices and phenomena that involve electrostatics, such as photocopiers, ionizing air cleaners, electrostatic precipita-tors, Van de Graaff generators, capacitors, lightning, scanning tunneling electron micro-scopes (or their images), Wimshurst machines, and electrostatic sprayers. Title your display “Get a Charge Out of . . .”

Field Trip IdeaIf there is a science museum in your area that has an electrostatic energy exhibit, your stu-dents will enjoy the display of sparks that Van de Graaff generators or Wimshurst machines can produce. See also the Field Trip Idea for Chapter 19, which suggests visiting a tesla machine exhibit.

Fundamental ElectricityThe dominion modeling exercise of Chapter 18 is one of the most sophisticated tasks in the textbook, but it has the potential to be the most rewarding. Emphasize that the elec-trical charges we encounter are normally pro-duced by innumerable electrons. However, electrons are distinct entities, so even large charges are integer multiples of the charge of a single electron. This is the principle that Robert Millikan used to discover the funda-mental electrical charge. Students will follow in Millikan’s footsteps as they discover the same quantity. For a scientist, adhering to formal methodologies and employing logical reasoning is the means of exercising proper dominion. Millikan’s determining the actual value of the fundamental electrical charge opened the door to a broad area of research that ultimately made possible the electronics revolution that we enjoy today.

Homemade LightningFigure 18-1 is a close-up view of a very inter-esting piece of demonstration equipment called a Wimshurst machine. It consists of a pair of disks that spin in opposite directions. The disks have conductive sectors attached to their surfaces. As they spin, a charge develops between them and is picked up by electrical brushes that store the charge in Leyden-jar-like capacitors. When electrodes

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18 A ELECTRIFICATION

18.1 IntroductionWhat is electricity? You probably use electricity every day, but what do you know about it? Most Americans realize that electricity is carried by wires; that it allows stoves to heat, refrigerators to cool, and computers to function; that it costs money; and that a modern city is crippled with-out it. Beyond such simple ideas, many know little about electricity.

Fundamental ElectricityWhat causes lightning? What makes your hair stand up on your head when you rub it with a balloon? Why does a doorknob sparkwhen you touch it with your hand after shuffling across a carpetedfloor? All of these are common examples of static electricity. Whenobjects are rubbed, they become charged by gaining or losingelectrons. Since electrons are individual charged particles, themeasure of the object’s charge must show a corresponding ratio toan individual unit of charge. In other words, charge is quantized,not continuous. So there must be only certain values of chargethat an object can have. These values of charge are related to thecharge of a single electron, but what is the charge of an electron?

Dominion Modeling

18-2 Electricity is essential to the existence of a modern city.

18-1 A spark generated by a laboratory static electricity demonstration device called a Wimshurst machine

18Electric Charge

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Lightning is nothing more than the discharge of static electricity as charges move between the ground and the clouds.

18A Electrifi cation 41318B Detecting Electric Charge 419Biography: William Gilbert 415Facet: Static Electricity 420Biography: Michael Faraday 427

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Extra information and activity ideas

Suggested teaching

schedule included

for each day• Physics Teacher Edition 3rd ed., 2010

Flexible, Easy to Use

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STRUCTURE AND FUNCTION IN CELLS

cell wall—found in plants, fungi, algae, and bacteria; provides strength and rigid-ity to the cell; contains pores so that mate-rials can pass through it

ribosome—found in both prokaryotes and eukaryotes because it’s not surrounded by a membrane; contains proteins and RNA; lines up amino acids to make proteins; ei-ther attached to the endoplasmic reticu-lum or floating in the cytosol

capsule—found in bacteria outside the cell membrane and cell wall; protects the cell; contains water to keep the cell from drying out, often making it feel slimy

flagellum (pl., flagella)—extension of the cytoskeleton; usually only one or a few on a cell; propels the cell through its envi-ronment using a protein motor

leucoplast—a type of colorless plastid; found in plants and algae; stores starches, lipids, and proteins

granum (pl., grana)—found inside chlo-roplasts; made of stacks of thylakoids, which contain the green pigment chloro-phyll to carry out photosynthesis

smooth endoplasmic reticulum (smooth ER)—transports compounds around the cell and helps maintain the cell’s shape; processes fats and breaks down toxic sub-stances in liver cells

rough endoplasmic reticulum (rough ER)—transports compounds around the cell and helps maintain the cell’s shape; is studded with ribosomes and processes the proteins made by ribosomes

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central vacuole—found mostly in plants;stores water, salts, sugars, and proteins; maintains turgor pressure—the water pressure inside the central vacuole that keeps the cell rigid

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nucleoid—found in prokaryotes; contains the genetic material for the cell; floats freely in the cytosol

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cytoplasm—consists of everything within the cell membrane except the nucleus; contains cytosol, the fluid in which the organelles are suspended; has molecules used for building structures in the cell

cytoskeleton—a system of fibers in the cytosol that helps maintain the cell’s shape and provides protein motors and a track to move substances around the cell in a process called cytoplasmic streaming

chloroplast—a type of pigmented plas-tid; found in plants and algae; converts light energy from the sun into chemical energy

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92 CHAPTER 5

• Biology Student Edition 5th ed., 2017

Full-page numbered

diagrams lay out

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Numbering system keeps

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Student Edition: Clear, Readable, Complete

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TeacherToolsOnline.comTeacher Tools Online is the premier resource for teachers using BJU Press materials. It encourages

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Technology Solutions

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PowerPoint PresentationsA database containing over 8,000 editable PowerPoint presentations that correlate with BJU Press textbooks

Video ClipsOver 4,000 video clips including video field trips, animations, and many other videos designed to engage students

eTextbooksTeacher Tools Online includes ten-year access to the same VitalSource eTextbooks used by students. Teachers will be able to digitally collaborate with students through built-in sharing features. Teacher editions are also available in PDF format.

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To order an exam kit, call your Precept sales representative at 800.511.2771.To learn more about BJU Press secondary science, visit bjupress.com/scope/science.

V-3, 2018