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stich3 [128]
2 years ago
12

Which statements describe how the Fed responds to high inflation? Check all that apply.

Engineering
1 answer:
Sveta_85 [38]2 years ago
8 0
Answer:
• it charges banks more interest
• it sells more securities
• it decreases the money supply

In response to high inflation, the Fed charges banks more interests and pays the banks less interests. It also sells not securities.
You might be interested in
The fan blades suddenly experience an angular acceleration of 2 rad/s2. If the blades are rotating with an initial angular veloc
madreJ [45]

Answer:

Option B

116 ft/s^{2}

Explanation:

\theta=2 rev=2(2\pi)=4\pi

\alpha \theta=0.5(\omega_f^{2}-\omega_i^{2})

\alpha (4\pi)= 0.5(\omega_f^{2}-\omega_i^{2})

\alpha (8\pi)= (\omega_f^{2}-\omega_i^{2})

(2) (8\pi)= (\omega_f^{2}-\omega_i^{2})

(2) (8\pi)= (\omega_f^{2}-4^{2})

\omega_f=8.14 rads/s

v=r\omega=1.75*8.14=14.245 ft/s

Centripetal acceleration =\omega_f^{2} r=8.14^{2}*1.75=115.95 ft/s^{2}

Tangential component=dr=2*1.75=3.5

Resultant=\sqrt{3.5^{2}+115.95^{2}}\approx 116 ft/s^{2}

5 0
3 years ago
Explain the difference between thermoplastics and thermosets giving structure property correlation.
Misha Larkins [42]

Answer:

Explanation:

Thermosetting polymers are infusible and insoluble polymers. The reason for such behavior is that the chains of these materials form a three-dimensional spatial network, intertwining with strong equivalent bonds. The structure thus formed is a conglomerate of interwoven chains giving the appearance and functioning as a macromolecule, which as the temperature rises, simply the chains are more compacted, making the polymer more resistant to the point where it degrades.

Macromolecules are molecules that have a high molecular mass, formed by a large number of atoms. Generally they can be described as the repetition of one or a few minimum units or monomers, forming the polymers. In contrast, a thermoplastic is a material that at relatively high temperatures, becomes deformable or flexible, melts when heated and hardens in a glass transition state when it cools sufficiently. Most thermoplastics are high molecular weight polymers, which have associated chains through weak Van der Waals forces (polyethylene); strong dipole-dipole and hydrogen bond interactions, or even stacked aromatic rings (polystyrene). Thermoplastic polymers differ from thermosetting polymers or thermofixes in that after heating and molding they can overheat and form other objects.

Thermosetting plastics have some advantageous properties over thermoplastics. For example, better resistance to impact, solvents, gas permeation and extreme temperatures. Among the disadvantages are, generally, the difficulty of processing, the need for curing, the brittle nature of the material (fragile) and the lack of reinforcement when subjected to tension. But even so in many ways it surpasses the thermoplastic.

The physical properties of thermoplastics gradually change if they are melted and molded several times (thermal history), these properties are generally diminished by weakening the bonds. The most commonly used are polyethylene (PE), polypropylene (PP), polybutylene (PB), polystyrene (PS), polymethylmethacrylate (PMMA), polyvinylchloride (PVC), ethylene polyterephthalate (PET), Teflon (or polytetrafluoroethylene, PTFE) and nylon (a type of polyamide).

They differ from thermosets or thermofixes (bakelite, vulcanized rubber) in that the latter do not melt when raised at high temperatures, but burn, making it impossible to reshape them.

Many of the known thermoplastics can be the result of the sum of several polymers, such as vinyl, which is a mixture of polyethylene and polypropylene.

When they are cooled, starting from the liquid state and depending on the temperatures to which they are exposed during the solidification process (increase or decrease), solid crystalline or non-crystalline structures may be formed.

This type of polymer is characterized by its structure. It is formed by hydrocarbon chains, like most polymers, and specifically we find linear or branched chains

4 0
3 years ago
What are the success factors for mechanical engineering?
Eva8 [605]

Answer:

-effective technical skills.

-the ability to work under pressure.

-problem-solving skills.

-creativity.

-interpersonal skills.

-verbal and written communication skills.

-commercial awareness.

-teamworking skills.

Explanation:

is this what ur looking for? if so there ya go lol

7 0
2 years ago
Read 2 more answers
Ronny wants to calculate the mechanical advantage. He needs to determine the length of the effort arm and the length of the load
kakasveta [241]

Answer:

I hope it's helpful.

Explanation:

Simple Machines

Experiments focus on addressing areas pertaining to the relationships between effort force, load force, work, and mechanical advantage, such as: how simple machines change the force needed to lift a load; mechanical advantages relation to effort and load forces; how the relationship between the fulcrum, effort and load affect the force needed to lift a load; how mechanical advantage relates to effort and load forces and the length of effort and load arms.

Through investigations and models created with pulleys and levers, students find that work in physical terms is a force applied over a distance. Students also discover that while a simple machine may make work seem easier, in reality the amount of work does not decrease. Instead, machines make work seem easier by changing the direction of a force or by providing mechanical advantage as a ratio of load force to effort force.

Students examine how pulleys can be used alone or in combination affect the amount of force needed to lift a load in a bucket. Students find that a single pulley does not improve mechanical advantage, yet makes the effort applied to the load seem less because the pulley allows the effort to be applied in the direction of the force of gravity rather than against it. Students also discover that using two pulleys provides a mechanical advantage of 2, but that the effort must be applied over twice the distance in order to gain this mechanical advantage Thus the amount of work done on the load force remains the same.

Students conduct a series of experiments comparing the effects of changing load and effort force distances for the three classes of levers. Students discover that when the fulcrum is between the load and the effort (first class lever), moving the fulcrum closer to the load increases the length of the effort arm and decreases the length of the load arm. This change in fulcrum position results in an increase in mechanical advantage by decreasing the amount of effort force needed to lift the load. Thus, students will discover that mechanical advantage in levers can be determined either as the ratio of load force to effort force, or as the ratio of effort arm length to load arm length. Students then predict and test the effect of moving the fulcrum closer to the effort force. Students find that as the length of the effort arm decreases the amount of effort force required to lift the load increases.

Students explore how the position of the fulcrum and the length of the effort and load arms in a second-class lever affect mechanical advantage. A second-class lever is one in which the load is located between the fulcrum and the effort. In a second-class lever, moving the load changes the length of the load arm but has no effect on the length of the effort arm. As the effort arm is always longer than the load arm in this type of lever, mechanical advantage decreases as the length of the load arm approaches the length of the effort arm, yet will always be greater than 1 because the load must be located between the fulcrum and the effort.

Students then discover that the reverse is true when they create a third-class lever by placing the effort between the load and the fulcrum. Students discover that in the case of a third-class lever the effort arm is always shorter than the load arm, and thus the mechanical advantage will always be less than 1. Students also create a model of a third-class lever that is part of their daily life by modeling a human arm.

The CELL culminates with a performance assessment that asks students to apply their knowledge of simple machine design and mechanical advantage to create two machines, each with a mechanical advantage greater than 1.3. In doing so, students will demonstrate their understanding of the relationships between effort force, load force, pulleys, levers, mechanical advantage and work. The performance assessment will also provide students with an opportunity to hone their problem-solving skills as they test their knowledge.

Through this series of investigations students will come to understand that simple machines make work seem easier by changing the direction of an applied force as well as altering the mechanical advantage by afforded by using the machine.

Investigation focus:

Discover that simple machines make work seem easier by changing the force needed to lift a load.

Learn how effort and load forces affect the mechanical advantage of pulleys and levers.

8 0
2 years ago
Air enters a tank through an area of 0.2 ft2 with a velocity of 15 ft/s and a density of 0.03 slug/ft3. Air leaves with a veloci
Mademuasel [1]

Answer:

please find attached.

Explanation:

4 0
3 years ago
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