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Here are cause-and-effect sentences about bioluminescence, its similarity to
electrical appearance, and energy output, using your verbs in present perfect and
past perfect tenses at a seventh-grade reading level:
Present Perfect Tense (Bioluminescence)

Because scientists have analyzed bioluminescent glow, they have learned
how it lights up.


Since the glow diagrams have been annotated, the bright parts have been
clearer.


After the bioluminescent process has been applied, new ideas about light in
animals have been found.


When energy output has been calculated, people have seen how much
power the glow uses.


Though people have commented on the glow, more questions have come.


Even though bioluminescent animals have been compared to electrical sparks,
their glow has been different.


As graphs have been constructed, the glow’s brightness over time has been
easier to see.


While conclusions about energy use have been deduced, more tests have
been done.


Since “bioluminescence” has been defined, students have understood the
light better.


After new equations about energy have been derived, power use has been
easier to study.


Though the glow has been described, more details have been added.


Because models of light have been designed, learning about glow has been
easier.


As answers about glow and electricity have been determined, wrong ideas
have been fixed.


Since bioluminescence has been discussed, many ideas have been shared.


When differences between glow and electricity have been distinguished,
scientists have learned more.


Because pictures of glowing creatures have been drawn, their light has been
easier to see.


Even though energy output has been estimated, the guesses have been close.


As energy effects have been evaluated, limits of bioluminescence have been
found.


Since reasons for glow brightness have been explained, people understand it
better.


After right answers about glow energy have been identified, problems have
been solved.


Because labels have been added to glow diagrams, parts are easier to know.


Since types of bioluminescence have been listed, their differences are clearer.


While glow and electrical energy have been measured, their power has been
noticed.


As simple outlines have been given, understanding of glow has grown.


Since results about glow output have been predicted, new tests have started.


When steps of light production have been shown, learning has been easier.


Because sketches of glowing effects have been made, main points are clear.


After problems about glow energy have been solved, answers have been
found.


Since names of glow parts have been stated, confusion has been less.


Though new ideas about glow and electricity have been suggested, more
tests are needed.

Past Perfect Tense (Bioluminescence)

Because scientists had analyzed bioluminescent glow, they had learned how
it lit up.


Since the glow diagrams had been annotated, the bright parts had been
clearer.


After the bioluminescent process had been applied, new ideas about light in
animals had been found.


When energy output had been calculated, people had seen how much power
the glow used.


Though people had commented on the glow, more questions had come.


Even though bioluminescent animals had been compared to electrical sparks,
their glow had been different.


As graphs had been constructed, the glow’s brightness over time had been
easier to see.


While conclusions about energy use had been deduced, more tests had been
done.


Since “bioluminescence” had been defined, students had understood the
light better.


After new equations about energy had been derived, power use had been
easier to study.


Though the glow had been described, more details had been added.


Because models of light had been designed, learning about glow had been
easier.


As answers about glow and electricity had been determined, wrong ideas had
been fixed.


Since bioluminescence had been discussed, many ideas had been shared.


When differences between glow and electricity had been distinguished,
scientists had learned more.


Because pictures of glowing creatures had been drawn, their light had been
easier to see.


Even though energy output had been estimated, the guesses had been close.


As energy effects had been evaluated, limits of bioluminescence had been
found.


Since reasons for glow brightness had been explained, people had
understood it better.


After right answers about glow energy had been identified, problems had
been solved.


Because labels had been added to glow diagrams, parts had been easier to
know.


Since types of bioluminescence had been listed, their differences had been
clearer.


While glow and electrical energy had been measured, their power had been
noticed.


As simple outlines had been given, understanding of glow had grown.


Since results about glow output had been predicted, new tests had started.


When steps of light production had been shown, learning had been easier.


Because sketches of glowing effects had been made, main points had been
clear.


After problems about glow energy had been solved, answers had been found.


Since names of glow parts had been stated, confusion had been less.


Though new ideas about glow and electricity had been suggested, more tests
had been needed.

If you want more examples or focus on a smaller group of verbs, just say!