Extension: point out that some goods are normal in some income ranges, and inferior in others. Example: Honda Civic: as income rises, initially demand for Civics rises (Civics are normal); but when you become rich, you want to drive something more expensive (Civics are inferior).
Try naming some products, and ask students to come up with complements and substitutes for the products. Then use one of those examples to illustrate effects.
“Tastes and preferences” is the generic category here. If it doesn’t fit elsewhere, it fits here.
A “close-to-home” example: what happens to the demand on campus as students return in the fall?
Strictly, these are “changes in expected future prices”; if you already knew the price of gasoline would go up tomorrow, it wouldn’t “change” your demand today – your demand would already incorporate this knowledge. Relate this to stock prices: if a firm reports unexpectedly high earnings, that raises its stock price due to the increased demand for the stock. But if a firm reports earnings as expected, the stock price doesn’t change.
Students often initially think that increases in prices of inputs automatically raise the price of the output. To explain why firms can’t just unilaterally raise their price, explain that if the firm could have raised its price and not lost customers before the input increased in price, it would have.
Emphasize that “technology” to an economist means “method of transforming inputs into outputs”, meaning that positive or negative changes can occur.
Corn becomes less profitable relative to soybeans.
A common misconception here is that the students think the price of soybeans must have risen because they got more expensive to produce. Emphasize that we don’t know (aren’t told) why the price of soybeans rose – perhaps it was just an increase in demand.
Might be better to think about what types of products could not be stored. Services in general are hard to “store”: a lawyer can’t store up 500 hours to use in the same week.
This mechanism is not emphasized in the textbook.
May want to mention assumptions of a perfectly competitive market here: many buyers and sellers, identical product, etc.
You can talk about the difference between the theoretical formulation of the model, and the practical use of the model, and how this is a typical paradigm in both social and physical sciences.
Emphasize the logical steps of this diagram. You might want to have the students draw it along with you, adding on each element in turn.
Students are often concerned with how far to move the curves. Let them know that they should move the curve far enough to be able to illustrate the directions of change; “realistic” changes are not necessary.
Emphasize that these are interesting questions that will be addressed later in the chapter on elasticity.You can note that many economists for firms and consulting companies earn great money answering questions like these.
You might make the students do the graphs to fill in this table themselves. The previous slides give two of the answers, of course.
Rest of table will be filled in later.
Students may point out that there were also increases in demand, due to (1) network effects, and (2) Sony winning the “High-definition video format war” over Toshiba and its HD-DVD format. This can be incorporated by showing a second diagram with an increase in demand but a “larger” increase in supply. This can lead in to the next slides on simultaneous changes in supply and demand.
Emphasize that when both curves change, the effect on one of price and quantity is certain, and the effect on the other is uncertain or ambiguous, if you prefer that terminology.
A common mistake is for students to believe the increase and decrease “cancel out”. Try to discourage this idea.