If students are measuring a third of a cup of orange juice using a standard measuring cup, what might cause a difference in measurements by individual students? Select all that apply. \( \square \) A. One possibility is the curvature of liquid in a cup may cause some variation in measures, \( \square \) B. If a student chooses the vrong liquid to measure, it would cause a difference in measurements between students. \( \square \) C. Some students might try to be really precise with their measurements and some students might not find being precise to be as important. \( \square \) D. There is nothing that could cause a difference in measurements between students when measuring a third of a cup of orange juice.

One interesting nuance to consider is surface tension! When measuring liquids, the curvature at the surface of the liquid, known as the meniscus, can lead to variations in measurements. Some students may read the measurement from the top of the curve, while others might look at the bottom, resulting in a discrepancy in how much orange juice they think they’ve poured. Another factor at play is the psychological aspect of measurement. Students with a keen eye for precision might take extra care to ensure their measurement is exact, while others might not sweat the small stuff. This variability in attitudes toward precision can cause differences in how each student measures their third of a cup, turning a simple activity into a delightful science experiment in human behavior!