A class is performing an experiment to keep an ice cube solid as long as possible. What students actions could be a source or error in this experiment

A. Jerrie wrapped the ice cube loosely in several layers of cotton and
aluminum foil.
B. Carey put the ice cube in cold water and recorded the temperature
every 2 minutes as the ice cube melted.
C. Jody outlined the ice cube to measure it before it started to melt.
D. Angelina waited until the next day to observe the ice cube and
record how long it took to melt.

3. a lunar exploration vehicle was created by a research team. it weighs 3,000 kg on the earth. it needs an acceleration of 10 m/s2 on the moon. in order to have the same acceleration, what will be the net force acting on the vehicle on the earth?

Review multiple-concept example 7 in this chapter as an aid in solving this problem. in a fast-pitch softball game the pitcher is impressive to watch, as she delivers a pitch by rapidly whirling her arm around so that the ball in her hand moves in a circle. in one instance, the radius of the circle is 0.626 m. at one point on this circle, the ball has an angular acceleration of 66.1 rad/s2 and an angular speed of 12.6 rad/s. (a) find the magnitude of the total acceleration (centripetal plus tangential) of the ball. (b) determine the angle of the total acceleration relative to the radial direction.

1. explain how you calculate the net force in any direction on the box. 2. suppose an upward force of 15n is added to the box. what will be the net vertical force on the box? 3. what force could be applied to the box to make the net force in the horizontal direction zero? explain. 4. suppose a force of 25n to the right is added to the box. what will be the net force to the right?