1. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 0 MONEY GROWTH AND INFLATION

2. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 11 In this lecture, look for the answers to these questions: How does the money supply affect inflation and nominal interest rates? Does the money supply affect real variables like real GDP or the real interest rate? How is inflation like a tax? What are the costs of inflation? How serious are they?

3. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 22 Introduction  Ch. 30 introduces the quantity theory of money to explain one of the Ten Principles of Economics from Chapter 1: Prices rise when the govt prints too much money.  Most economists believe the quantity theory is a good explanation of the long run behavior of inflation.

4. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 33 The Value of Money  P = the price level (e.g., the CPI or GDP deflator) P is the price of a basket of goods, measured in money.  1/P is the value of $1, measured in goods.  Example: basket contains one candy bar.  If P = $2, value of $1 is 1/2 candy bar  If P = $3, value of $1 is 1/3 candy bar  Inflation drives up prices and drives down the value of money.

5. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 44 The Quantity Theory of Money  Developed by 18 th century philosopher David Hume and the classical economists  Advocated more recently by Nobel Prize Laureate Milton Friedman  Asserts that the quantity of money determines the value of money  We study this theory using two approaches: 1. A supply-demand diagram 2. An equation

6. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 55 Money Supply (MS)  In real world, determined by Federal Reserve, the banking system, consumers.  In this model, we assume the Fed precisely controls MS and sets it at some fixed amount.

7. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 66 Money Demand (MD)  Refers to how much wealth people want to hold in liquid form.  Depends on P: An increase in P reduces the value of money, so more money is required to buy g&s.  Thus, quantity of money demanded is negatively related to the value of money and positively related to P, other things equal. (These “other things” include real income, interest rates, availability of ATMs.)

8. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 77 Money Demand (MD)  Here’s a handy explanation to remember the relationship between money demand and P:  Real income determines the quantity of g&s people demand.  P determines how many dollars will be needed to buy this quantity of g&s.  The money demand curve slopes downward because, ceteris paribus, a higher interest rate increases the opportunity cost of holding money, leading the public to reduce the quantity of money it demands, and vice versa

9. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 88 Determinants of Money Supply  Simple…  The Fed!

10. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 99 Determinants of Money Demand  Changes in Aggregate Price Level  People keep more cash in their wallets and checking account today than they did in 1950s. Why?  G/S cost more today  So, higher prices means higher MD, or a rightward shift of the MD curve  Changes in Real GDP (Y)  Firms and individuals hold money as a way to facilitate purchases of g/s, so the larger quantity of g/s they buy, the more MD  So, an increase in Y will shift MD right

11. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 10 Determinants of Money Demand  Changes in Technology  Before the advent of ATMs, people had to go to the bank during hours of operation (typically lunch hour) to get cash, and as you could imagine, they had to wait in line. So, people would hold larger amounts of cash so they would have to go to the bank less  However, with ATMs, we can access our cash 24/7, thus our MD has decreased with the increase in technology  The same is true for credit cards—we hold less cash b/c we can use a credit card almost everywhere

12. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 11 Determinants of Money Demand  Changes in Institutions  In 1980, Regulation Q was passed which allowed banks to offer interest-bearing checking accounts  More people have begun to hold money in a checking account instead of savings account because the opportunity cost for holding money has fallen  So, this change has caused an increase in MD

13. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 12 The Money Supply-Demand Diagram Value of Money, 1/P Price Level, P Quantity of Money 11 ¾ 1.33 ½2 ¼ 4 As the value of money rises, the price level falls.

14. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 13 The Money Supply-Demand Diagram Value of Money, 1/P Price Level, P Quantity of Money 1 ¾ ½ ¼ 1 1.33 2 4 MS 1 $1000 The Fed sets MS at some fixed value, regardless of P.

15. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 14 The Money Supply-Demand Diagram Value of Money, 1/P Price Level, P Quantity of Money 1 ¾ ½ ¼ 1 1.33 2 4 MD 1 A fall in value of money (or increase in P) increases the quantity of money demanded:

16. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 15 MS 1 $1000 Value of Money, 1/P Price Level, P Quantity of Money 1 ¾ ½ ¼ 1 1.33 2 4 The Money Supply-Demand Diagram MD 1 P adjusts to equate quantity of money demanded with money supply. eq’m price level eq’m value of money A

17. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 16 MS 1 $1000 The Effects of a Monetary Injection Value of Money, 1/P Price Level, P Quantity of Money 1 ¾ ½ ¼ 1 1.33 2 4 MD 1 eq’m price level eq’m value of money A MS 2 $2000 B Then the value of money falls, and P rises. Suppose the Fed increases the money supply.

18. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 17 A Brief Look at the Adjustment Process How does this work? Short version:  At the initial P, an increase in MS causes excess supply of money.  People get rid of their excess money by spending it on g&s or by loaning it to others, who spend it. Result: increased demand for goods.  But supply of goods does not increase, so prices must rise. (Other things happen in the short run, which we have seen with the AD/AS graph.) Result from graph: Increasing MS causes P to rise.

19. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 18 Real vs. Nominal Variables  Nominal variables are measured in monetary units. Examples: nominal GDP, nominal interest rate (rate of return measured in $) nominal wage ($ per hour worked)  Real variables are measured in physical units. Examples: real GDP, real interest rate (measured in output) real wage (measured in output)

20. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 19 Real vs. Nominal Variables Prices are normally measured in terms of money.  Price of a compact disc: $15/cd  Price of a pepperoni pizza: $10/pizza A relative price is the price of one good relative to (divided by) another:  Relative price of CDs in terms of pizza: price of cd price of pizza $15/cd $10/pizza = Relative prices are measured in physical units, so they are real variables. = 1.5 pizzas per cd

21. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 20 Real vs. Nominal Wage An important relative price is the real wage: W = nominal wage = price of labor, e.g., $15/hour P = price level = price of g&s, e.g., $5/unit of output Real wage is the price of labor relative to the price of output: W P = 3 units output per hour $15/hour $5/unit of output =

22. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 21 The Classical Dichotomy  Classical dichotomy: the theoretical separation of nominal and real variables  Hume and the classical economists suggested that monetary developments affect nominal variables but not real variables.  If central bank doubles the money supply, Hume & classical thinkers contend  all nominal variables—including prices— will double.  all real variables—including relative prices— will remain unchanged.

23. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 22 The Neutrality of Money  Monetary neutrality: the proposition that changes in the money supply do not affect real variables  Doubling money supply causes all nominal prices to double; what happens to relative prices?  Initially, relative price of cd in terms of pizza is price of cd price of pizza = 1.5 pizzas per cd $15/cd $10/pizza =  After nominal prices double, price of cd price of pizza = 1.5 pizzas per cd $30/cd $20/pizza = The relative price is unchanged. This result is important because relative prices, not nominal prices, determine the economy’s allocation of resources.

24. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 23 The Neutrality of Money  Similarly, the real wage W/P remains unchanged, so  quantity of labor supplied does not change  quantity of labor demanded does not change  total employment of labor does not change  The same applies to employment of capital and other resources.  Since employment of all resources is unchanged, total output is also unchanged by the money supply.  Monetary neutrality: the proposition that changes in the money supply do not affect real variables

25. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 24 The Neutrality of Money  Most economists believe the classical dichotomy and neutrality of money describe the economy in the long run.  With the AD/AS model, we have seen that monetary changes can have important short-run effects on real variables.

26. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 25 LRAS YNYN P Y AD 2 SRAS 2 AD 1 SRAS 1 P1P1 P3P3 C P2P2 Y2Y2 B A Effects of Increases in MS on Macroeconomy What happens in the long run when there is an increase in the MS (and no policy intervention)?

27. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 26 REVIEW  Randy pays $120 for a bag of goods he purchases at the HyValu discount store.  A)The $120 is a real variable; the bag of groceries is a nominal variable.  B)The $120 is a nominal variable; the bag of groceries is a real variable.  C)Both the $120 and the bag of groceries are nominal variables.  D)Both the $120 and the bag of groceries are real variables.

28. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 27 REVIEW  An assistant professor of economics gets a $100 a month raise, but then she figures that with her current monthly salary she can't buy as many goods as she could last year.  A)Her real and nominal salary have risen.  B)Her real and nominal wage have fallen.  C)Her real wage has risen and her nominal wage has fallen.  D)Her real wage has fallen and her nominal wage has risen.

29. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 28 REVIEW  According to the classical dichotomy, which of the following increases when the money supply increases?  A)the real interest rate  B)real GDP  C)the real wage  D)None of the above increases.

30. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 29 REVIEW  According to the principle of monetary neutrality, a decrease in the money supply will not change  A)nominal GDP.  B)the price level.  C)unemployment.  D)All of the above are correct.

31. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 30 The Velocity of Money  Velocity of money: the rate at which money changes hands (more precisely: the number of transactions in which the average dollar is used.)  Notation: P x Y = nominal GDP = (price level) x (real GDP) M = money supply V = velocity  Velocity formula: V = P x Y M

32. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 31 The Velocity of Money Example with one good: pizza. In 2012, Y = real GDP = 3000 pizzas P = price level = price of pizza = $10 P x Y = nominal GDP = value of pizzas = $30,000 M = money supply = $10,000 V = velocity = $30,000/$10,000 = 3 The average dollar was used in 3 transactions. Velocity formula: V = P x Y M

33. ACTIVE LEARNING Exercise ACTIVE LEARNING 1 Exercise One good: corn. The economy has enough labor, capital, and land to produce Y = 800 bushels of corn. V is constant. In 2008, MS = $2000, P = $5/bushel. Compute nominal GDP and velocity in 2008.

34. ACTIVE LEARNING Answers ACTIVE LEARNING 1 Answers Given: Y = 800, V is constant, MS = $2000 and P = $5 in 2005. Compute nominal GDP and velocity in 2008. Nominal GDP = P x Y = $5 x 800 = $4000 V = P x Y M = $4000 $2000 = 2

35. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 34 REVIEW  Last year, Tealandia produced 50,000 bags of green tea, which sold at 4 units each of Tealandia's currency-the Leaf. Tealandia's money supply was 10,000. What was the velocity of money in Tealandia?  A)20  B)5  C)1/20  D)1/5

36. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 35 REVIEW  The money supply in Freedonia is $100 billion. Nominal GDP is $800 billion and real GDP is $200 billion. What are the price level and velocity in Freedonia?  A)Velocity is 2 and the price level is 1.  B)Velocity is 4 and the price level is 8.  C)Velocity is 8 and the price level is 4.  D)There is insufficient information to answer the question.

37. U.S. Nominal GDP, M2, and Velocity 1960–2011 Nominal GDP M2 Velocity Velocity is fairly stable over the long run. 1960=100

38. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 37 The Quantity Equation  Multiply both sides of formula by M: M x V = P x Y  Called the quantity equation Velocity formula: V = P x Y M

39. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 38 The Quantity Theory in 5 Steps 1. V is stable. 2. So, a change in M causes nominal GDP (P x Y) to change by the same percentage. 3. A change in M does not affect Y: money is neutral, Y is determined by technology & resources 4. So, P changes by same percentage as P x Y and M. 5. Rapid money supply growth causes rapid inflation. Start with quantity equation: M x V = P x Y

40. ACTIVE LEARNING Exercise ACTIVE LEARNING 2 Exercise One good: corn. The economy has enough labor, capital, and land to produce Y = 800 bushels of corn. V is constant. In 2008, MS = $2000, P = $5/bushel. For 2009, the Fed increases MS by 5%, to $2100. a.Compute the 2009 values of nominal GDP and P. Compute the inflation rate for 2008–2009. b.Suppose tech. progress causes Y to increase to 824 in 2009. Compute 2008–2009 inflation rate.

41. ACTIVE LEARNING Answers ACTIVE LEARNING 2 Answers Given: Y = 800, V is constant, MS = $2000 and P = $5 in 2008. For 2009, the Fed increases MS by 5%, to $2100. a.Compute the 2009 values of nominal GDP and P. Compute the inflation rate for 2008–2009. Nominal GDP = P x Y = M x V (Quantity Eq’n) P = P x Y Y = $4200 800 = $5.25 = $2100 x 2 = $4200 Inflation rate = $5.25 – 5.00 5.00 = 5% (same as MS!)

42. ACTIVE LEARNING Answers ACTIVE LEARNING 2 Answers Given: Y = 800, V is constant, MS = $2000 and P = $5 in 2005. For 2009, the Fed increases MS by 5%, to $2100. b.Suppose tech. progress causes Y to increase 3% in 2009, to 824. Compute 2008–2009 inflation rate. First, use Quantity Eq’n to compute P in 2009: P = M x V Y = $4200 824 = $5.10 Inflation rate = $5.10 – 5.00 5.00 = 2%

43. ACTIVE LEARNING Summary and Lessons about the Quantity Theory of Money ACTIVE LEARNING 2 Summary and Lessons about the Quantity Theory of Money  If real GDP is constant, then inflation rate = money growth rate.  If real GDP is growing, then inflation rate < money growth rate.  The bottom line:  Economic growth increases # of transactions.  Some money growth is needed for these extra transactions.  Excessive money growth causes inflation.

44. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 43 Hyperinflation  Hyperinflation is generally defined as inflation exceeding 50% per month.  Recall one of the Ten Principles from Chapter 1: Prices rise when the government prints too much money.  Excessive growth in the money supply always causes hyperinflation.

45. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 44 Sign posted in public restroom Hyperinflation in Zimbabwe Large govt budget deficits led to the creation of large quantities of money and high inflation rates. dateZim$ per US$ Aug 2007245 Apr 200829,401 May 2008207,209,688 June 20084,470,828,401 July 200826,421,447,043 Feb 200937,410,030 Sept 2009355

46. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 45 The Inflation Tax  When tax revenue is inadequate and ability to borrow is limited, govt may print money to pay for its spending.  Almost all hyperinflations start this way.  The revenue from printing money is the inflation tax: printing money causes inflation, which is like a tax on everyone who holds money.  In the U.S., the inflation tax today accounts for less than 3% of total revenue.

47. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 46 The Fisher Effect  In the long run, money is neutral, so a change in the money growth rate affects the inflation rate but not the real interest rate.  So, the nominal interest rate adjusts one-for- one with changes in the inflation rate.  This relationship is called the Fisher effect after Irving Fisher, who studied it. Real interest rate Nominal interest rate Inflation rate + =

48. U.S. Nominal Interest & Inflation Rates, 1960–2011 The close relation between these variables is evidence for the Fisher effect. Inflation rate Nominal interest rate

49. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 48 The Costs of Inflation  The inflation fallacy: most people think inflation erodes real incomes.  But inflation is a general increase in prices of the things people buy and the things they sell (e.g., their labor).  In the long run, real incomes are determined by real variables, not the inflation rate.

50. U.S. Average Hourly Earnings & the CPI CPI (left scale) Nominal wage (right scale) Inflation causes the CPI and nominal wages to rise together over the long run. 49

51. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 50 The Costs of Inflation  Shoeleather costs: the resources wasted when inflation encourages people to reduce their money holdings  Includes the time and transactions costs of more frequent bank withdrawals  Menu costs: the costs of changing prices  Printing new menus, mailing new catalogs, etc.

52. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 51 The Costs of Inflation  Misallocation of resources from relative-price variability: Firms don’t all raise prices at the same time, so relative prices can vary… which distorts the allocation of resources.  Confusion & inconvenience: Inflation changes the yardstick we use to measure transactions. Complicates long-range planning and the comparison of dollar amounts over time.

53. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 52 The Costs of Inflation  Tax distortions: Inflation makes nominal income grow faster than real income. Taxes are based on nominal income, and some are not adjusted for inflation. So, inflation causes people to pay more taxes even when their real incomes don’t increase.

54. ACTIVE LEARNING Tax distortions ACTIVE LEARNING 3 Tax distortions You deposit $1000 in the bank for one year. CASE 1: inflation = 0%, nom. interest rate = 10% CASE 2: inflation = 10%, nom. interest rate = 20% a.In which case does the real value of your deposit grow the most? Assume the tax rate is 25%. b.In which case do you pay the most taxes? c.Compute the after-tax nominal interest rate, then subtract inflation to get the after-tax real interest rate for both cases.

55. ACTIVE LEARNING Answers ACTIVE LEARNING 3 Answers a.In which case does the real value of your deposit grow the most? In both cases, the real interest rate is 10%, so the real value of the deposit grows 10% (before taxes). Deposit = $1000. CASE 1: inflation = 0%, nom. interest rate = 10% CASE 2: inflation = 10%, nom. interest rate = 20%

56. ACTIVE LEARNING Answers ACTIVE LEARNING 3 Answers b.In which case do you pay the most taxes? CASE 1: interest income = $100, so you pay $25 in taxes. CASE 2: interest income = $200, so you pay $50 in taxes. Deposit = $1000. Tax rate = 25%. CASE 1: inflation = 0%, nom. interest rate = 10% CASE 2: inflation = 10%, nom. interest rate = 20%

57. ACTIVE LEARNING Answers ACTIVE LEARNING 3 Answers c.Compute the after-tax nominal interest rate, then subtract inflation to get the after-tax real interest rate for both cases. CASE 1:nominal = 0.75 x 10% = 7.5% real = 7.5% – 0% = 7.5% CASE 2:nominal = 0.75 x 20% = 15% real = 15% – 10% = 5% Deposit = $1000. Tax rate = 25%. CASE 1: inflation = 0%, nom. interest rate = 10% CASE 2: inflation = 10%, nom. interest rate = 20%

58. ACTIVE LEARNING Summary and lessons ACTIVE LEARNING 3 Summary and lessons Inflation…  raises nominal interest rates (Fisher effect) but not real interest rates  increases savers’ tax burdens  lowers the after-tax real interest rate Inflation…  raises nominal interest rates (Fisher effect) but not real interest rates  increases savers’ tax burdens  lowers the after-tax real interest rate Deposit = $1000. Tax rate = 25%. CASE 1: inflation = 0%, nom. interest rate = 10% CASE 2: inflation = 10%, nom. interest rate = 20% NOTE: By lowering the after-tax interest rate, inflation reduces the incentive to save. Recall that saving is critically important for future productivity and living standards.

59. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 58 A Special Cost of Unexpected Inflation  Arbitrary redistributions of wealth Higher-than-expected inflation transfers purchasing power from creditors to debtors: Debtors get to repay their debt with dollars that aren’t worth as much. Lower-than-expected inflation transfers purchasing power from debtors to creditors. High inflation is more variable and less predictable than low inflation. So, these arbitrary redistributions are frequent when inflation is high. Remember the game we played in class, “Royalty for a Day?”

60. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 59 Practice Problem  Suppose that people expect inflation to equal 3%, but in fact prices rise by 5%. Describe how this unexpectedly high inflation rate would help or hurt the following: A.The government B.A homeowner with a fixed-rate mortgage C.A union worker in the second year of a labor contract D.A college that has invested some of its endowment in government bonds

61. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 60 Practice Problem Answer A.Unexpectedly high inflation helps the government by providing higher tax revenue and reducing the real value of outstanding government debt. B.Unexpectedly high inflation helps a homeowner with a fixed- rate mortgage because he pays a fixed nominal interest rate that was based on expected inflation, and thus pays a lower real interest rate than was expected. C.Unexpectedly high inflation hurts a union worker in the second year of a labor contract because the contract probably based the worker's nominal wage on the expected inflation rate. As a result, the worker receives a lower-than-expected real wage. D.Unexpectedly high inflation hurts a college that has invested some of its endowment in government bonds because the higher inflation rate means the college is receiving a lower real interest rate than it had planned. (This assumes that the college did not purchase indexed Treasury bonds.)

62. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 61 Rational Expectations  The theory that people optimally use all the information they have, including information about government policies, when forecasting the future  In other words, people take into consideration what they expect inflation to be and ask for compensation to off-set this  This will also be important when we talk about Fiscal Policy next unit as businesses especially understand that government stimulus policies will create short-term boosts in AD, but not long-run  As such, they do not hire on workers or expand their businesses because of artificial gov’t stimulus

63. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 62 CONCLUSION  This chapter explains one of the Ten Principles of economics: Prices rise when the govt prints too much money.  We saw that money is neutral in the long run, affecting only nominal variables.  In later chapters, we will see that money has important effects in the short run on real variables like output and employment.

64. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 63 REVIEW  Suppose that the United States unexpectedly decided to pay off its debt by printing new money. Which of the following would happen?  A)People who held money would feel poorer.  B)Prices would rise.  C)People who owned U.S.-government bonds would feel poorer.  D)All of the above are correct.

65. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 64 REVIEW  When people use more resources to reduce their money holdings because of high inflation, this is an example of  A)inflation-induced tax distortions.  B)relative-price variability costs.  C)shoeleather costs.  D)menu costs.

66. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 65 REVIEW  Monica buys a bond for $750 and then sells it later for $950. Monica's gain is a  A)net gain.  B)Fisher.  C)capital gain.  D)All of the above are correct.

67. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 66 REVIEW  You put money in an account that earns 5 percent. The inflation rate is 3 percent, and your marginal tax rate is 20 percent. What is your after-tax real rate of interest?  A)3.4 percent  B)1.6 percent  C)1 percent  D)None of the above is correct. After-tax Nominal :.80 x 5% = 4% After-tax Real: 4% - 3% = 1%

68. © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 67 REVIEW  The country of Aquilonia has a tax system identical to that of the United States. Suppose someone in Aquilonia bought a parcel of land for $10,000 in 1960 when the price index equaled 100. In 2012, the person sold the land for $100,000, and the price index equaled 500. If the person must pay 20 percent of any capital gain in taxes, then the after- tax real capital gain (in 2012 dollars) on the land was  A)$72,000.  B)$62,000.  C)$32,000.  D)$6,400. Pre-tax Nom. Cap. Gain= Pre-tax Real Cap. Gain= Post-tax Real Cap. Gain= $100K - $10K = $90K Convert to 2012 dollars: $10K x 5 = $50K $40K x.80 = $32K $90K - $50K = $40K