lesson
Breaking down and moving are different processes
1 · Learn
Weathering breaks down or chemically changes rock in place. Erosion removes and transports material, for example by moving water, wind or ice. Deposition occurs when transported material is laid down.
A landscape can show all these processes, but naming one does not explain every change. Match the process to the evidence about what happened and whether material moved.
2 · Worked example
Fragments loosen from a cliff, are carried along a river and settle downstream. Breaking down, transport and settling describe distinct parts of the story.
3 · Your turn
Sand carried by a river settles when the flow slows. Which process is described by the settling?
Check your answer
Deposition.
4 · Apply your learning
Sequence labelled observations and justify each process name rather than using 'erosion' for every change.
Adult guidance and safety
Use supplied evidence and approved models. Practical science needs a qualified adult, appropriate equipment and a risk assessment. Do not attempt chemical reactions, heating, mains electricity or solar observation independently. Never request personal health or genetic disclosures.
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Check a calculation · Year 5 onward
Use this only when your teacher or adult allows a calculator for the task. Show your thinking first. It does not replace mental or written arithmetic and does not mark your lesson answer.
Powers, roots and trigonometry · Year 7 onward
Use only when the task allows a calculator. Choose one operation at a time and record your working. Trigonometry here always uses degrees (DEG), not radians. Inverse sine, cosine and tangent return an angle, not a reciprocal. Keep exact fractions and π in answers when requested.
Approximate numerical results use up to 12 significant digits. Inverse sine returns −90° to 90°, inverse cosine 0° to 180°, and inverse tangent −90° to 90°; these are principal values, not every possible solution of a trigonometric equation.
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Follow your teacher's approved method and safety instructions. Record the sample or supplied dataset, conditions, measurements with units and uncertainties where appropriate. Distinguish observations from explanations. A described experiment is not permission to carry it out; do not improvise equipment or invent missing results.
Ask your teacher for support with the method and recording. A prediction is what you think might happen; an observation is what you actually see, hear or feel safely.
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