(WILL AWARD POINTS AND MOST BRAINY)

1. A series circuit contains an electric generator, three devices operated by electricity, and the necessary connecting wires. The resistances of the three devices are 20 ohms, 8 ohms, and 4 ohms. The resistance of the connecting wires can be neglected. What is the total resistance in the circuit?

2. If the terminal voltage developed by the generator in question 1 is 110 V and the resistance of the generator is neglected, what current will flow through the circuit? Round your answer to two decimal places.

3. For the conditions described in questions 1 and 2, what will be the voltage drop in the device having a resistance of 8 ohms? Round your answer to one decimal place.

4. If the three electrical devices in question 1 are connected in parallel, as shown in the figure, what will be the total resistance of the group of devices? Round your answer to two decimal places.

5. Assume that the voltage developed by the generator in the circuit in question 4 is 110 V. If the resistance of the generator and the connecting wires is neglected, what current will flow through the wires between the generator and the group of three devices? Round your answer to one decimal place.

6. In the circuit in question 4, what portion of the total current will flow through the device that has a resistance of 8 ohms?

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

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