2024 GRADE 9 GEOGRAPHY TERM 3

SURFACE FORCES THAT SHAPE THE EARTH:

WORKSHEET 1: THE CONCEPT OF WEATHERING

1.1 What is weathering?

________________________________________________

________________________________________________ (1x2) (2)

1.2 Name THREE types of weathering.

________________________________________________

________________________________________________

________________________________________________ (3x1) (3)

1.3 Define each of the weathering types you named in question

1.2 above.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________
(3x2) (6)

TOTAL: [11]
 2024 GRADE 9 GEOGRAPHY TERM 3

SURFACE FORCES THAT SHAPE THE EARTH:

WORKSHEET 1: THE CONCEPT OF WEATHERING MARKING GUIDELINE

1.1 Weathering is a process in which rocks are changed and

broken down into smaller rocks. ✔✔
(1x2) (2)

1.2 Mechanical/Physical✔

Chemical✔ (3x1) (3)

Biological✔

1.3
● Physical weathering is the breakdown of rock by

physical forces. ✔✔

● Chemical weathering is the breakdown of rock when

chemicals in the air or water react with the chemical

substances in the rock. ✔✔

● Biological weathering is weathering that results from

(3x2) (6)
 actions of living things. ✔✔

TOTAL: [11]

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 2: THE CONCEPT OF WEATHERING

1. Provide a concept for the following definition: (1x1) (1)

‘The breaking down of rocks into smaller particles’.

2. The diagrams below show different types of weathering. Identify
each either as physical, chemical or biological.

2.1 (1x2) (2)

Adapted from: http://earthlearningidea.blogspot.com/2012/10/cracking-

apart-physical-weathering.html

________________________________________________

2.2 (1x2) (2)

Adapted from:
https://senecalearning.com/en-GB/revision-notes/ks3/geography/national
-curriculum/2-1-4-weathering

________________________________________________
 2.3 (1x2) (2)

Adapted from: https://www.geographyrealm.com/physical-chemical-of-

weathering-of-rocks/

________________________________________________

3. Briefly explain how weathering takes place in Diagram 2.2 (2x2) (4)
above.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

TOTAL: 11
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 2: THE CONCEPT OF WEATHERING MARKING GUIDELINE

1. Weathering✔ (1x1) (1)

2.

2.1 Physical weathering✔✔ (1x2) (2)

2.2 Biological weathering✔✔ (1x2) (2)

2.3 Chemical weathering✔✔ (1x2) (2)

3. Tree roots break rocks apart by growing into cracks and

joints. ✔✔

As the tree grows, its roots get bigger and force open
(2x2) (4)
cracks. ✔✔

TOTAL: 11
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 3: THE CONCEPT OF WEATHERING

1. Give the concept for the definitions below:

1.1 The breaking down of rock into smaller particles by physical, (1x2) (2)
chemical and biological processes.

________________________________________________

1.2 Weathering that involves the breaking down of rocks into (1x2) (2)
smaller fragments through processes such as expansion
and contraction.
 ________________________________________________

1.3 The process in which rocks are broken up when water in the (1x2) (2)
cracks freezes and expands.

________________________________________________

1.4 A chemical process whereby iron minerals in rocks react (1x2) (2)
with dissolved oxygen to produce a red or yellow colour
called rusting.

________________________________________________

1.5 A process whereby hard rock expands during hot days and (1x2) (2)
contracts during cold nights to eventually split into layers
(like an onion) causing rounded-shaped rocks.

________________________________________________

TOTAL: 10

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 3: THE CONCEPT OF WEATHERING MARKING GUIDELINE

1.1 Weathering✓✓

1.2 Physical weathering✓✓

1.3 Freeze thaw/ frost shattering✓✓

1.4 Oxidation✓✓

1.5 Exfoliation✓✓

TOTAL: 10
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 4: THE CONCEPT OF WEATHERING

1. Look at the photograph below and answer the question that

follows:

Adapted from: http://www.geosciences.unl.edu/~phanson/pictures2.html

1.1
Identify the type of physical weathering represented by the
 photograph in question 1 above: (1x2) (2)

________________________________________________

2. Study the diagram below and answer the questions that follow:

Source: https://mammothmemory.net/geography/geography-vocabulary/glacial-landscapes/freeze-
thaw-weathering.html

2.1 Identify the process of physical weathering that is taking

place in the above diagram
(1x2) (2)
_______________________________________________

2.2 Is expansion or contraction taking place at point Diagram

TWO?
(1x1) (1)
_______________________________________________

2.3 In a paragraph of no more than eight lines, discuss how the

process in question 3.1 occurs
(8)
________________________________________________

________________________________________________

________________________________________________

________________________________________________

_______________________________________________

________________________________________________

________________________________________________
________________________________________________

________________________________________________

________________________________________________

TOTAL: 13

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 4: THE CONCEPT OF WEATHERING MARKING GUIDELINE

1.

1.1 Exfoliation✓✓ (1x2) (2)

2.

2.1 Freeze thaw/frost shattering✓✓ (1x2) (2)

2.2 Expansion✓ (1x1) (1)

2.3

MAIN POINTS

Water fills the cracks and joints of the rock

At night, when the temperature drops below 0°C, the water

becomes frozen and expands the rock.

During the day, as the temperature increases, the water

melts, causing the rock to contract.

When this happens repeatedly, the rock will weaken and

eventually shatter into pointed fragments

RUBRIC

Level 1 MARKS: 0-1

● Uses evidence in an elementary manner

e.g. shows little or no understanding. Uses

evidence partially to report on topics or
cannot report on topic.

Level 2 MARKS: 2-3

● Evidence is mostly relevant and relates to a

great extent to the topic. Uses evidence in a

very basic manner.

Level 3 MARKS: 6-8

● Uses relevant evidence e.g. demonstrates a

thorough understanding.
 ● Uses evidence very effectively in an

organised paragraph that shows an

understanding of the topic.

(8)

TOTAL: 13

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 5: DIFFERENCE BETWEEN WEATHERING, EROSION AND

DEPOSITION & THE IMPACT OF HUMAN ACTIVITIES ON WEATHERING

1. The cycle of weathering, erosion and deposition is constant. Each process is

dependent on the other.

1.1 Explain the difference between erosion and deposition. (2x2) (4)

________________________________________________

________________________________________________

________________________________________________
________________________________________________
________________________________________________

2. Use the sources below to answer the questions that follow:

A
 Quarrying B

Source: https://www.google.com/search?
sca_esv=a2302d5a134243eb&sxsrf=ADLYWIL6h6veGHtSNJ7ah3M4cIgyQ2gU9A

2.1 According to Source A, what causes air pollution in the

atmosphere?
(3x1) (3)
________________________________________________
________________________________________________

________________________________________________

2.2 Discuss how the activities of humans shown in sources A

and B impact weathering.
(2x2) (4)
________________________________________________
________________________________________________
________________________________________________

________________________________________________

________________________________________________
________________________________________________
________________________________________________

________________________________________________

TOTAL: 11
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 5: DIFFERENCE BETWEEN WEATHERING, EROSION AND

DEPOSITION & THE IMPACT OF HUMAN ACTIVITIES ON WEATHERING
MARKING GUIDELINE

1.

1.1 Erosion is the removal of weathered material from one place

to another. ✓✓

Deposition is the laying down of solid material in the form of

(2x2) (4)
sediment. ✓✓

2.

2.1 Industries or factories ✔ (3x1) (3)

 Vehicle emissions ✔

Power stations ✔

2.2 Pollution increases gases such as carbon dioxide, sulphur

oxide and nitrogen oxide which lead to the formation of acid
which increases chemical weathering. ✓✓
(2x2) (4)
Quarrying exposes the rock to chemical weathering. ✓✓

(ALLOW OTHER RELEVANT ANSWERS)

TOTAL: 11

2024 GRADE 9 GEOGRAPHY TERM 3

SURFACE FORCES THAT SHAPE THE EARTH:

WORKSHEET 6: RIVER FEATURES OF EROSION AND DEPOSITION ALONG
A RIVER COURSE

1.

1.1 Complete the table below, by classifying each listed

landform in the appropriate column.
(4X1) (4)
v-shaped valleys; deltas; waterfalls, floodplains

Landforms by erosion Landforms by deposition

2. Refer to the Figure below to answer the questions that follow:

Adapted from: ccuart.org

2.1 Identify the feature in the figure above. (1x2) (2)

_______________________________________________

2.2 Is the feature above formed by erosion or deposition? (1x1) (1)

_______________________________________________
 TOTAL: 7

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 6: DIFFERENCE BETWEEN WEATHERING, EROSION AND

DEPOSITION MARKING GUIDELINE

1.

1.1 RIVER FEATURES OF EROSION AND DEPOSITION

ALONG A RIVER COURSE

Landforms by erosion Landforms by deposition

V-shaped valleys✓ Deltas✓

Waterfalls✓ Floodplains✓
(4X1) (4)

2.

2.1 Waterfall✓✓ (1x2) (2)

2.2 Erosion✓ (1x1) (1)

TOTAL: 7
 SURFACE FORCES THAT SHAPE THE EARTH:

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 7: RIVER FEATURES OF EROSION ALONG A RIVER

(WATERFALLS AND RAPIDS)

1. Study Figure A and Figure B below and answer the

questions that follow:
 A B

Source: Source:
https://www.diffen.com/difference/Image:Rapi https://whalecoastconservation.org.za/fluvial-land-
d.jpg forms-waterfalls-and-rapids/

1.1 Identify which figure represents the waterfall and rapid (2x1) (2)
respectively.

Waterfall:
________________________________________________

Rapid:
________________________________________________

1.2 Differentiate between rapids and a waterfall. (2x2) (4)

________________________________________________

________________________________________________

________________________________________________

________________________________________________

1.3 In which part of a river are waterfalls found? (1x1) (1)

________________________________________________

1.4 Discuss the development of a waterfall. (3x2) (6)

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

TOTAL: 13
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 7 RIVER FEATURES OF EROSION

ALONG A RIVER (WATERFALLS AND RAPIDS) MARKING GUIDELINE

1.1 Waterfall = Figure B✓

Rapids = Figure A✓ (2x1) (2)

1.2
● Rapids are fast-flowing, turbulent sections of the river

where there are steps in the riverbed. ✓✓

● A waterfall is a sudden, steep, vertical drop in a (2x2) (4)

riverbed. ✓✓

1.3 The upper course✓ (1x1) (1)

1.4
● A river will flow over bands of harder and softer

rock.✓✓

● The river erodes the softer rock more, therefore

undercutting the hard rock to form an overhang. ✓✓

● The overhang will eventually collapse into a plunge (3x2) (6)

pool, therefore developing a waterfall. ✓✓

TOTAL: 13
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 8: EROSION AND DEPOSITION: RIVER FEATURES OF

EROSION ALONG A RIVER

(GORGES & CANYONS)

1. Study the Figure OF THE Blyde River Canyon, Mpumalanga

Province, South Africa below and answer the questions that
follow:
 A

Source: https://rove.me/to/south-africa/blyde-river-canyon

1.1 Along which part of a river’s course are gorges and canyons
located?
(1x1) (1)
________________________________________________

1.2 Explain TWO similarities between gorges and canyons. (2x2) (4)

1.3 What is the difference between the gorge and the canyon in (2x2) (4)
terms of size?

________________________________________________

________________________________________________

1.4 Describe the gradient (steep or gentle) of the slope labelled (1x1) (1)
A.

________________________________________________

1.5 What type of erosion forms a canyon? (1x1) (1)

________________________________________________

1.6 Explain the significance of gorges and canyons. (2x2) (4)

TOTAL: 15

2024 GRADE 9 GEOGRAPHY TERM 3

 SURFACE FORCES THAT SHAPE THE EARTH:

WORKSHEET 8: RIVER FEATURES OF EROSION ALONG A RIVER

(GORGES & CANYONS) MARKING GUIDELINE

1.

1.1 The upper course.✓ (1x1) (1)

1.2
● The canyons and valleys are deep valleys. ✓✓
(2x2) (4)
● They have very steep sides. ✓✓

1.3
● A gorge is steeper and narrower than a canyon. ✓✓

● A canyon is wider than a gorge. ✓✓

● A gorge is almost equal in width at its top and bottom

whereas a canyon is wider at its top than at its

(2x2) (4)
bottom.

(ANY TWO)

1.4 The gradient is steep. ✓ (1x1) (1)

1.5 Vertical erosion. ✓ (1x1) (1)

1.6 Gorges and canyons attract tourists. ✓✓ (2x2) (4)

They boost the economy of the country. ✓✓

TOTAL: 15
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 9: RIVER FEATURES OF DEPOSITION ALONG A RIVER

(MEANDERS AND OXBOW LAKES)

1. Study the diagram below and answer the questions that follow:

A
B

Source: https://alchetron.com/cdn/oxbow-lake-829c8d96-7726-46d2-9e73-8b227488ace-resize-
750.jpeg

1.1 Which course of the river is depicted in the above diagram? (1x1) (1)

________________________________________________

1.2 Identify the features marked A and B in the diagram above. (2x1) (2)
 A. __________________________________________
B. __________________________________________

1.3 Define the feature marked B. (1x2) (2)

________________________________________________

________________________________________________

1.4 Explain how the feature marked A is formed. (4x2) (8)

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

TOTAL: 13

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 9: RIVER FEATURES OF DEPOSITION ALONG A RIVER

(MEANDERS AND OXBOW LAKES) MARKING GUIDELINE

1.1 Lower course✓ (1x1) (1)

1.2 A. Oxbow lake✓

B. Meander✓
(2x1) (2)

1.3 A sharp bend in a river channel (concept). ✓✓ (1x2) (2)

1.4
● Oxbow lake forms when a river creates a meander,
 due to the river eroding the bank. ✓✓

● After a long period, the meander becomes much

curved. ✓✓

● Eventually the neck of the meander becomes

narrower and the river cuts through the neck during a

(4x2) (8)
flood, cutting off the meander. ✓✓

● An oxbow lake remains. ✓✓

TOTAL: 13
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 10: RIVER FEATURES OF DEPOSITION ALONG A RIVER

(LEVEES AND DELTAS)

1. Look at the diagram below and answer the questions based on

the levees that follow:

Adapted from: https://rossettgeography.weebly.com/floodplains-levees--

estuaries.html

1.1 What is a natural levee? (1x2)

________________________________________________

________________________________________________

1.2 Along which part of a river’s course are deltas and levees
formed?
(1x1) (1)
_______________________________________________

1.3 Which natural disaster can levees control? (1x1) (1)

_______________________________________________

2. Study the source below and answer the following questions.

A delta is a type of wetland that develops in a low-lying plain. They can be found at
the mouths of rivers, flowing into larger bodies of water – usually an ocean. In
order for a delta to form, the water must be flowing slowly so that sediment can be
 deposited to create new landforms.

Adapted from: https://www.nationalgeographic.org ›

1.1 What are deltas? (1x2) (2)

.
________________________________________________

________________________________________________

________________________________________________

1.2 Is erosion or deposition responsible for the formation of a (1x1) (1)

. delta?

________________________________________________

1.3 In a paragraph of approximately eight lines, discuss how a

. delta is formed.
(4x2) (8)
________________________________________________

________________________________________________

________________________________________________
 ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

TOTAL: 15

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 10: RIVER FEATURES OF DEPOSITION ALONG A RIVER

(LEVEES AND DELTAS) MARKING GUIDELINE

1.1 a ridge of sediment deposited naturally alongside a river

by overflowing water (concept). ✓✓
(1x2) (2)

1.2 Lower course✓ (1x1) (1)

1.3 Flood✓ (1x1) (1)

2.

2.1 Deltas are wetlands that form as rivers empty their water
. and sediment into another body of water, such as an ocean,
lake, or another river. ✔✔
(1x2) (2)

2.2 Deposition. ✔ (1x1) (1)

1.3
● A river's velocity decreases when it reaches the sea.
.
● Due to the decrease in velocity, the river's mouth

receives most of the load.

● A delta begins to form as the river produces

sediments quickly than the sea can erode.

 ● Deposition results in the main river channel becoming

blocked, forcing the water to create distributaries to

find a different path to the sea.

RUBRIC

Level 1 MARKS: 0-1

● Uses evidence in an elementary manner e.g.
shows little or no understanding. Uses
evidence partially to report on topics or cannot
report on topic.
Level 2 MARKS: 2-3
● Evidence is mostly relevant and relates to a
great extent to the topic. Uses evidence in a
very basic manner.
Level 3 MARKS: 6-8
● Uses relevant evidence e.g. demonstrates a
thorough understanding.
● Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic.
(8)

TOTAL: 15

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 11:

THE IMPACT OF PEOPLE ON SOIL EROSION (HUMAN CONTRIBUTIONS TO

EROSION THROUGH AGRICULTURE, CONSTRUCTION AND MINING

1. Read the extract about factors that contribute to soil erosion

below and answer the questions that follow:

Factors that contribute to soil erosion.

Aside from desertification, there is no doubt that human activities are a major
cause of soil erosion in general. Construction of roads and buildings, logging,
mining, and agricultural production have resulted in large amounts of soil erosion in
the U.S. and around the world. When soil erodes, it is usually the topsoil that
erodes first, which means that the potential of the eroded area to produce food or
forage is greatly reduced. In addition, the eroded soil may be deposited in rivers or
lakes. The cost of removing the deposits may be considerable, and if the eroded
soil was contaminated in any way the deposited soil may spread the contamination
over a wider area.

Agricultural production, including forage production, involves removing vegetation

from the soil surface. Ploughing, cultivating, mowing, and grazing are examples of
how vegetation is removed in forage production. The extent of soil erosion depends
to a great degree on how the removal of vegetation is handled. Leaving the soil
surface with little or no vegetation provides a prime opportunity for soil to be eroded
by wind or water moving across the surface.
[Adapted from The National Forage and Grasslands Curriculum]

1.1 Quote one word from line 1 of the extract that means a
‘gradual land degradation of fertile land into arid desert.’
(1x1) (2)
________________________________________________

1.2 Mention four human activities from the extract above which
are a major cause of soil erosion
(4x1) (4)
________________________________________________

________________________________________________

________________________________________________

________________________________________________

1.3 (a) There is evidence from the extract that people have
cleared land for agriculture. What effect will this have on soil
erosion?
(1x2) (2)
________________________________________________

(b) Motivate your answer in question 1.3 (a) above. (1x2) (2)

________________________________________________
 ________________________________________________

1.4 What kind of ploughing could help minimise erosion? (1x2) (2)

________________________________________________

1.5 In a paragraph of not more than eight lines, discuss ways of

preventing soil erosion on farms.
(8)
________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

TOTAL: 20
 2024 GRADE 9 GEOGRAPHY TERM 3
WORKSHEET 11:
IMPACT OF PEOPLE ON SOIL EROSION (HUMAN CONTRIBUTIONS TO
EROSION THROUGH AGRICULTURE, CONSTRUCTION AND MINING –
MARKING GUIDELINE
1.1 “Desertification” ✓✓ (1x1) (2)

1.2 construction of roads and buildings ✓

logging ✓
(4x1) (4)
mining ✓
Agricultural production✓
1.3 (a) It will increase soil erosion. ✓✓ (1x2) (2)
(b) The trees and other vegetation anchor the soil✓✓
(1x2) (2)

1.4 Contour ploughing✓✓ (1x2) (2)

1.5 Main points

● Plant vegetation to protect soil from water and wind

erosion.
● Add mulch to prevent the soil from being washed
away.
 ● Building retaining walls at the base of a slope.

● Use drip irrigation so that more water will infiltrate

than runoff.
● Contour farming and terracing reduce soil loss from
surface erosion.
● Creation of windbreaks to avoid wind blowing away
soil.
● Avoid overgrazing

● Allow Indigenous plants to grow along riverbanks

● Make sure that there is always grass growing in the

soil.
(ANY OTHER RELEVANT POINT)

RUBRIC
Level 1 MARKS: 0-1
● Uses evidence in an elementary manner e.g.
shows little or no understanding. Uses
evidence partially to report on topics or cannot
report on topic.
Level 2 MARKS: 2-3
● Evidence is mostly relevant and relates to a
great extent to the topic. Uses evidence in a
very basic manner.
Level 3 MARKS: 6-8
● Uses relevant evidence e.g. demonstrates a
thorough understanding.
● Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic.
(8)

TOTAL: 20

2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 12: CASE STUDY: AGRICULTURE AS A CONTRIBUTOR TO

EROSION

Read the case study below about sugar cane farming in KwaZulu-Natal and
answer the questions that follow.

CASE STUDY: Sugar cane farming

Sugar cane is water-loving, and so in many places, wetlands have been cleared to
grow the cane. In order to use much land as possible, farmers have cleared the
indigenous bush along the river courses and planted cane right up to riverbanks. At
planting time, fields are ploughed up by heavy machines. When the cane is
harvested, it is burnt to remove the leaves and make cutting easier. The cut cane is
loaded into trucks and taken to the sugar mill for processing. These practices led to
massive soil loss, and so some farmers have begun to change their ways. Here is
what one member of this group of farmers has to say: “No sugar cane on my farm
grows right up the riverbanks, or in the wetlands. I have replaced the cane that was
once there with thousands of indigenous trees, shrubs and grasses. We no longer
burn the leaves of my crops. Instead, we cut them off by hand, and spread them
over the soil when we harvest. The rows of cane now go along the contours of the
hillsides. We no longer plough deep furrows in the land, but plant using low-till
methods that do not disturb the soil as much. It costs money to farm this way – but,
if there are floods, I know my farm will be okay. The battle is to convince others. ”

(Oxford Successful - Grade 9, page 118

1. Identify two practices in the case study that contribute to soil (2x2) (4)
erosion.

____________________________________________________

____________________________________________________

____________________________________________________

2. Discuss why ploughing up the field can lead to soil erosion. (2x2) (4)

____________________________________________________

____________________________________________________

____________________________________________________
 ____________________________________________________

3 Why have some farmers changed their practices? (1x2) (2)

____________________________________________________

4 Describe four changes that farmers have made. (4x2) (8)

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

TOTAL: 18
 2024 GRADE 9 GEOGRAPHY TERM 3

WORKSHEET 12: CASE STUDY: AGRICULTURE AS A CONTRIBUTOR TO

EROSION- MARKING GUIDELINE

1. Wetlands have been cleared to grow the cane.✓ ✓

Farmers have cleared the indigenous bush along the river

courses.✓ ✓

Fields are ploughed up by heavy machines.

When the cane is harvested, it is burnt to remove the leaves.

The cut cane is loaded into trucks, and taken to the sugar mill.
(2x2) (4)
(ANY TWO]

2. Ploughs break up the land and loosen the soil. ✓✓

Furrows can result from ploughing, which increases the amount of

water flowing over the land (i.e. runoff) and eroding it. ✓✓
(2x2) (4)

3. Farmers have realised that their farming practices led to massive (1x2) (2)
loss of soil✓✓
4. Sugar cane is no longer grown in the riverbanks or the wetlands.
✓✓

The cane in the riverbanks or wetlands is replaced with

thousands of indigenous trees, shrubs and grasses. ✓✓

They no longer burn the leaves of their crops, instead, they cut
them off by hand and spread them over the soil when they
harvest. ✓✓

The rows of cane now go along the contours of the hillsides. ✓✓

They no longer plough deep furrows in the land, but plant using
low-till methods that do not disturb the soil.

(ANY FOUR)
(4x2) (8)

TOTAL: 18