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Explain how (if at all) each of the following events affects the location of a country's production possibilities curve.

a. The quality of education increases.

b. The number of unemployed workers increases.

c. A new technique improves the efficiency of extracting copper from ore.

d. A devastating earthquake destroys numerous production facilities.

Short Answer

Expert verified
  1. The country's production possibilities curve will move outward.
  2. The country's production possibilities curve will move inward.
  3. The country's production possibilities curve will move outward.
  4. The country's production possibilities curve will move inward.

Step by step solution

01

Explanation for part (a)

An increase in the quality of education would cause an increase in the work efficiency of labor and entrepreneurial abilities. It shows an increase in the quality of labor and entrepreneurial abilities. Any increase in the supply of economic resources would increase the economic growth of the country.

02

Explanation for part (b)

An increase in the number of unemployed workers shows that fewer workers are used in the economy to produce goods and services. It shows a decrease in the supply of economic resources. The reduction in the supply of resources will decrease the size of economic growth, causing a backward shift of the production possibility curve.

03

Explanation for part (c)

The new technique improves the efficiency of extracting copper from ore. The increased efficiency will allow more production of copper with the same quantity of available ores. An increase in the quantity of copper production will increase the size of the economy.

04

Explanation for part (d) 

The destruction of numerous production facilities will decrease the aggregate quantity of goods and services produced. It will shrink the size of the economy.

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Most popular questions from this chapter

For each of the following situations involving marginal cost (MC) and marginal benefit (MB), indicate whether it would be best to produce more, fewer, or the current number of units.

a. 3,000 units at which MC = \(10 and MB = \)13.

b. 11 units at which MC = \(4 and MB = \)3.

c. 43,277 units at which MC = \(99 and MB = \)99.

d. 82 units at which MC < MB.

e. 5 units at which MB < MC.

Match each term with the correct definition.

• Economics

• Opportunity cost

• Marginal analysis

• Utility

e. The next-best thing that must be forgone in order to produce one more unit of a given product

f. The pleasure, happiness, or satisfaction obtained from consuming a good or service

g. The social science concerned with how individuals, institutions, and society make optimal (best) choices under conditions of scarcity

h. Making choices based on comparing marginal benefits with marginal costs

Pham can work as many or as few hours as she wants at the college bookstore for \(12 per hour. But due to her hectic schedule, she has just 15 hours per week that she can spend working at either the bookstore or other potential jobs. One potential job at a café will pay her \)15 per hour for up to 6 hours per week. She has another job offer at a garage that will pay her \(13 an hour for up to 5 hours per week. And she has a potential job at a daycare center that will pay her \)11.50 per hour for as many hours as she can work. If her goal is to maximize the amount of money she can make each week, how many hours will she work at the bookstore?

What is 'utility', and how does it relate to purposeful behavior?

How does the slope of a budget line illustrate opportunity costs and trade-offs? How does a budget line illustrate scarcity and the effect of limited incomes?

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