Im working on a brace diagram of types of weathering.?

Question

And I have to include the following words in the diagram:
1.carbon dioxide
2.weathering
3.plant growth
4.abrasion
5.chemical
6.water
7.animal actions
8.freezing & thawing
9.oxygen
10.ice wedging
11.release of pressure
12.mechanical
13.living organisms
14.acid rain

So far, I have weathering to be the largest category,
then under that, chemical and mechanical.

Under chemical, I know acid rain should go somewhere (and Im doubtful about water, carbon dioxide, oxygen, and release of pressure).

Under mechanical, I have plant growth, ice wedging, abrasion, living organisms, and then am doubtful on freezing & thawing and animal actions.

Does anyone know how I could fix this?

Answer 1

http://www.soils.wisc.edu/courses/SS325/weathering.htm This site is perfect and touches in to almost all of the aspects of weathering (geology wise)
some other sites for further research.
http://www.tulane.edu/~sanelson/geol111/weathering.htm

Activity 2 - Running water as an agent of weathering

Compare river rocks with sharp-edged rocks. Rub two pieces of sandstone together and notice the pile of sand that collects.
Fill the plastic bottle 3/4 full of water.
Drop in three or four small pieces of sandstone.
Make sure the top is screwed on tightly. Have students observe the clean, clear water, and the shape of the rocks.
Shake bottle vigorously for three minutes.
Examine water. Take stones out. Observe the weathering (rounded edges).
Activity 3 - Plant growth as an agent of weathering

Explain that Plaster of Paris hardens and will represent rocks in this demonstration. Mix the Plaster of Paris quite well and pour into a disposable 16 oz. cup. "Plant" several bean seeds in the wet mix so that some are covered and are just below the surface and the others are resting on the surface (about half submerged).
Assign a student to keep a wet folded paper towel on top of the cup. It must be moistened every day. (Soaking the seeds ahead of time will hasten their growth.)
Ask students to predict what will happen to the seeds. Record predictions and subsequent observations in their science log.
Over the course of two to three weeks you will see the seeds sprout. As they do, small fragments or flakes of the Plaster of Paris will break away. These flakes represent rock flakes broken away from large rocks as plants take root and grow on them.
Activity 4 - Freezing water as an agent of weathering

Wet a chunk of clay about the size of a grapefruit. Roll it into a ball.
Place the ball in a plastic bag and put it in the freezer. Leave it overnight.
Next day, removed the clay from the freezer. Its surface should be slightly cracked and broken. Ask students to record their observations.
Wet the clay again, taking care not to close up the cracks that have been formed. Put it back into the freezer for another night.
On the following day, take it out and have students observe what has happened to the cracks. Measure the cracks. You could repeat this process several more times, watching the cracks widen. Discuss how this relates to the breaking down of rocks on a larger scale. Compare this to autumn rains filling cracks in the rocks (and sidewalks) then freezing during the winter.
source: http://www.uen.org/Lessonplan/preview.cgi?LPid=9860

http://www.gpc.edu/~pgore/geology/historical_lab/weathering.php

Answer 2

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