Economists use models like the circular flow diagram and production possibilities frontier (PPF) to study economic concepts. The circular flow diagram shows how resources and dollars flow between households and firms. The PPF illustrates production tradeoffs and opportunity costs given limited resources. Microeconomics analyzes individual markets, while macroeconomics examines economy-wide issues. Economists aim to explain the world scientifically and advise on policy normatively.
Mankiew chapter 7 Consumers, Producers, and the Efficiency of MarketsAbd ELRahman ALFar
What is consumer surplus? How is it related to the demand curve?
What is producer surplus? How is it related to the supply curve?
Do markets produce a desirable allocation of resources? Or could the market outcome be improved upon?
Mankiew chapter 7 Consumers, Producers, and the Efficiency of MarketsAbd ELRahman ALFar
What is consumer surplus? How is it related to the demand curve?
What is producer surplus? How is it related to the supply curve?
Do markets produce a desirable allocation of resources? Or could the market outcome be improved upon?
discussion on Health Economics and Health Care in our country and abroad, and what resources are given by the private sectors and with the very scarce help from the DOH, national and local government, and from the support given by WHO.
This presentation is based on the Economic Models, that is the Circular Flow Model and Production Possibility Frontier. It describes about the Production Possibility Curve.
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A full economics project for the first time ever. Economics project on PPC. PPC a topic from book. This project includes everything realted to PPC. This project had covered each and every corner of this topic.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. In this chapter,
look for the answers to these questions:
What are economists’ two roles? How do they differ?
What are models? How do economists use them?
What are the elements of the Circular-Flow Diagram?
What concepts does the diagram illustrate?
How is the Production Possibilities Frontier related
to opportunity cost? What other concepts does it
illustrate?
What is the difference between microeconomics and
macroeconomics? Between positive and normative?
2
3. The Economist as Scientist
Economists play two roles:
1. Scientists: try to explain the world
2. Policy advisors: try to improve it
In the first, economists employ the
scientific method,
the dispassionate development and testing of
theories about how the world works.
THINKING LIKE AN ECONOMIST
3
4. Assumptions & Models
Assumptions simplify the complex world,
make it easier to understand.
Example: To study international trade,
assume two countries and two goods.
Unrealistic, but simple to learn and
gives useful insights about the real world.
Model: a highly simplified representation of
a more complicated reality.
Economists use models to study economic
issues.
THINKING LIKE AN ECONOMIST
4
8. Some Familiar Models
The model teeth at the
dentist’s office
THINKING LIKE AN ECONOMIST
Don’t forget
to floss!
8
9. Our First Model:
The Circular-Flow Diagram
The Circular-Flow Diagram: a visual model of
the economy, shows how dollars flow through
markets among households and firms
Two types of “actors”:
households
firms
Two markets:
the market for goods and services
the market for “factors of production”
THINKING LIKE AN ECONOMIST
9
10. Factors of Production
Factors of production: the resources the
economy uses to produce goods & services,
including
labor
land
capital (buildings & machines used in
production)
THINKING LIKE AN ECONOMIST
10
11. FIGURE 1: The Circular-Flow Diagram
Households:
Households:
Own the factors of production,
Own the factors of production,
sell/rent them to firms for income
sell/rent them to firms for income
Buy and consume goods & services
Buy and consume goods & services
Firms
Households
Firms:
Firms:
Buy/hire factors of production,
Buy/hire factors of production,
use them to produce goods
use them to produce goods
and services
and services
Sell goods &ECONOMIST
Sell goods & services
THINKING LIKE AN services
11
12. FIGURE 1: The Circular-Flow Diagram
Revenue
G&S
sold
Markets for
Goods &
Services
Firms
Factors of
production
Wages, rent,
profit
Spending
G&S
bought
Households
Markets for
Factors of
Production
THINKING LIKE AN ECONOMIST
Labor, land,
capital
Income
12
13. Our Second Model:
The Production Possibilities Frontier
The Production Possibilities Frontier (PPF):
a graph that shows the combinations of
two goods the economy can possibly produce
given the available resources and the available
technology
Example:
Two goods: computers and wheat
One resource: labor (measured in hours)
Economy has 50,000 labor hours per month
available for production.
THINKING LIKE AN ECONOMIST
13
14. PPF Example
Producing one computer requires 100 hours labor.
Producing one ton of wheat requires 10 hours labor.
Employment of
labor hours
Production
Computers
Wheat
Computers
Wheat
A
50,000
0
500
0
B
40,000
10,000
400
1,000
C
25,000
25,000
250
2,500
D
10,000
40,000
100
4,000
E
0
50,000
0
5,000
15. PPF Example
Production
Point
on
Comgraph puters Wheat
Wheat
(tons)
6,000
5,000
A
500
0
400
1,000
3,000
C
250
2,500
2,000
D
100
4,000
1,000
E
0
5,000
D
4,000
B
E
C
B
A
0
0
THINKING LIKE AN ECONOMIST
100 200 300 400 500 600
Computers
15
16. ACTIVE LEARNING
Points off the PPF
1
A. On the graph, find the point that represents
(100 computers, 3000 tons of wheat), label it F.
Would it be possible for the economy to produce
this combination of the two goods?
Why or why not?
B. Next, find the point that represents
(300 computers, 3500 tons of wheat), label it G.
Would it be possible for the economy to produce
this combination of the two goods?
16
17. ACTIVE LEARNING
Answers
Point F:
100 computers,
3000 tons wheat
Point F requires
40,000 hours
of labor.
Possible but
not efficient:
could get more
of either good
w/o sacrificing
any of the other.
1
Wheat
(tons)
6,000
5,000
4,000
3,000
F
2,000
1,000
0
0
100 200 300 400 500 600
Computers
17
18. ACTIVE LEARNING
Answers
Point G:
300 computers,
3500 tons wheat
1
Wheat
(tons)
6,000
5,000
Point G requires
4,000
65,000 hours
of labor.
Not possible
because
economy
only has
50,000 hours.
3,000
G
2,000
1,000
0
0
100 200 300 400 500 600
Computers
18
19. The PPF: What We Know So Far
Points on the PPF (like A – E)
possible
efficient: all resources are fully utilized
Points under the PPF (like F)
possible
not efficient: some resources underutilized
(e.g., workers unemployed, factories idle)
Points above the PPF (like G)
not possible
THINKING LIKE AN ECONOMIST
19
20. The PPF and Opportunity Cost
Recall: The opportunity cost of an item
is what must be given up to obtain that item.
Moving along a PPF involves shifting resources
(e.g., labor) from the production of one good to
the other.
Society faces a tradeoff: Getting more of one
good requires sacrificing some of the other.
The slope of the PPF tells you the opportunity
cost of one good in terms of the other.
THINKING LIKE AN ECONOMIST
20
21. The PPF and Opportunity Cost
Wheat
(tons)
6,000
slope =
5,000
–1000
= –10
100
4,000
3,000
2,000
1,000
0
0
100 200 300 400 500 600
Computers
THINKING LIKE AN ECONOMIST
The slope of a line
equals the
“rise over the run,”
the amount the line
rises when you
move to the right
by one unit.
Here, the
opportunity cost of
a computer is
10 tons of wheat.
21
22. ACTIVE LEARNING
2
PPF and Opportunity Cost
In which country is the opportunity cost of cloth lower?
FRANCE
ENGLAND
Wine
Wine
600
600
500
500
400
400
300
300
200
200
100
100
0
0
0
100 200 300 400
Cloth
0
100 200 300 400
Cloth22
23. ACTIVE LEARNING
Answers
2
England, because its PPF is not as steep as France’s.
FRANCE
ENGLAND
Wine
Wine
600
600
500
500
400
400
300
300
200
200
100
100
0
0
0
100 200 300 400
Cloth
0
100 200 300 400
Cloth23
24. Economic Growth and the PPF
With additional
resources or an
improvement in
technology,
the economy can
produce more
computers,
more wheat,
Wheat
(tons)
6,000
or any combination
in between.
Economic
Economic
growth shifts
growth shifts
the PPF
the PPF
outward.
outward.
5,000
4,000
3,000
2,000
1,000
0
0
THINKING LIKE AN ECONOMIST
100 200 300 400 500 600
Computers
24
25. The Shape of the PPF
The PPF could be a straight line, or bow-shaped
Depends on what happens to opportunity cost
as economy shifts resources from one industry
to the other.
If opp. cost remains constant,
PPF is a straight line.
(In the previous example, opp. cost of a
computer was always 10 tons of wheat.)
If opp. cost of a good rises as the economy
produces more of the good, PPF is bow-shaped.
THINKING LIKE AN ECONOMIST
25
26. As the economy
shifts resources
from beer to
mountain bikes:
Beer
Why the PPF Might Be Bow-Shaped
PPF becomes
steeper
opp. cost of
mountain bikes
increases
Mountain
Bikes
THINKING LIKE AN ECONOMIST
26
27. At point A,
most workers are
producing beer,
even those that
are better suited
to building bikes.
Beer
Why the PPF Might Be Bow-Shaped
A
At A, opp. cost of
At A, opp. cost of
mtn bikes is low.
mtn bikes is low.
So, do not have to
give up much beer to
get more bikes.
Mountain
Bikes
THINKING LIKE AN ECONOMIST
27
28. At B, most workers
are producing bikes.
The few left in beer
are the best brewers.
Beer
Why the PPF Might Be Bow-Shaped
Producing more
bikes would require
shifting some of the
best brewers away
from beer production,
would cause a big
drop in beer output.
THINKING LIKE AN ECONOMIST
At B, opp. cost
At B, opp. cost
of mtn bikes
of mtn bikes
is high.
is high.
B
Mountain
Bikes
28
29. Why the PPF Might Be Bow-Shaped
So, PPF is bow-shaped when different workers
have different skills, different opportunity costs
of producing one good in terms of the other.
The PPF would also be bow-shaped when
there is some other resource, or mix of
resources with varying opportunity costs
(E.g., different types of land suited for
different uses).
THINKING LIKE AN ECONOMIST
29
30. The PPF: A Summary
The PPF shows all combinations of two goods
that an economy can possibly produce,
given its resources and technology.
The PPF illustrates the concepts of
tradeoff and opportunity cost,
efficiency and inefficiency,
unemployment, and economic growth.
A bow-shaped PPF illustrates the concept of
increasing opportunity cost.
THINKING LIKE AN ECONOMIST
30
31. Microeconomics and Macroeconomics
Microeconomics is the study of how households
and firms make decisions and how they interact
in markets.
Macroeconomics is the study of economy-wide
phenomena, including inflation, unemployment,
and economic growth.
These two branches of economics are closely
intertwined, yet distinct – they address different
questions.
THINKING LIKE AN ECONOMIST
31
32. The Economist as Policy Advisor
As scientists, economists make
positive statements,
which attempt to describe the world as it is.
As policy advisors, economists make
normative statements,
which attempt to prescribe how the world should be.
Positive statements can be confirmed or refuted,
normative statements cannot.
Govt employs many economists for policy advice.
E.g., the U.S. President has a Council of Economic
Advisors, which the author of this textbook chaired
from 2003 to 2005.
32
33. ACTIVE LEARNING
3
Identifying positive vs. normative
Which of these statements are “positive” and which
are “normative”? How can you tell the difference?
a. Prices rise when the government increases the
quantity of money.
b. The government should print less money.
c. A tax cut is needed to stimulate the economy.
d. An increase in the price of burritos will cause an
increase in consumer demand for video rentals.
33
34. ACTIVE LEARNING
Answers
3
a. Prices rise when the government increases the
quantity of money.
Positive – describes a relationship, could use
data to confirm or refute.
b. The government should print less money.
Normative – this is a value judgment, cannot be
confirmed or refuted.
34
35. ACTIVE LEARNING
Answers
3
c. A tax cut is needed to stimulate the economy.
Normative – another value judgment.
d. An increase in the price of burritos will cause an
increase in consumer demand for video rentals.
Positive – describes a relationship.
Note that a statement need not be true to be
positive.
35
36. Why Economists Disagree
Economists often give conflicting policy advice.
They sometimes disagree about the validity of
alternative positive theories about the world.
They may have different values and, therefore,
different normative views about what policy
should try to accomplish.
Yet, there are many propositions about which
most economists agree.
THINKING LIKE AN ECONOMIST
36
37. Propositions about Which Most
Economists Agree (and % who agree)
A ceiling on rents reduces the quantity and
quality of housing available. (93%)
Tariffs and import quotas usually reduce general
economic welfare. (93%)
The United States should not restrict employers
from outsourcing work to foreign countries. (90%)
The United States should eliminate agriculture
subsidies. (85%)
continued…
THINKING LIKE AN ECONOMIST
37
38. Propositions about Which Most
Economists Agree (and % agreeing)
The gap between Social Security funds and
expenditures will become unsustainably large
within the next fifty years if current policies remain
unchanged. (85%)
A large federal budget deficit has an adverse effect
on the economy. (83%)
A minimum wage increases unemployment among
young and unskilled workers. (79%)
Effluent taxes and marketable pollution permits
represent a better approach to pollution control
than imposition of pollution ceilings. (78%)
THINKING LIKE AN ECONOMIST
38
39. FYI: Who Studies Economics?
Ronald Reagan, President of the United States
Barbara Boxer, U.S. Senator
Sandra Day-O’Connor, Former Supreme Court Justice
Anthony Zinni, Former General, U.S. Marine Corps
Kofi Annan, Former Secretary General, United Nations
Meg Witman, Chief Executive Officer, eBay
Steve Ballmer, Chief Executive Officer, Microsoft
Arnold Schwarzenegger, Governor of California, Actor
Ben Stein, Political Speechwriter, Actor, Game Show Host
Mick Jagger, Singer for the Rolling Stones
John Elway, NFL Quarterback
Tiger Woods, Golfer
Diane von Furstenburg, Fashion Designer
39
40. CHAPTER SUMMARY
As scientists, economists try to explain the world
using models with appropriate assumptions.
Two simple models are the Circular-Flow Diagram
and the Production Possibilities Frontier.
Microeconomics studies the behavior of
consumers and firms, and their interactions in
markets. Macroeconomics studies the economy
as a whole.
As policy advisers, economists offer advice on how
to improve the world.
40
Editor's Notes
Besides introducing students to the economic way of thinking, this chapter introduces the Production Possibilities Frontier, the first of many graphs covered in the textbook. The PPF will be used extensively in Chapter 3 (Interdependence and the Gains from Trade).
It would be helpful to ask your students to bring calculators to class on the day you cover this chapter (as well as Chapter 3).
The “definition” of capital shown on this slide (“buildings and machines”) is the same that appears in the corresponding section of the chapter. A more formal definition will be provided in subsequent chapters.
This and the following slide build the Circular-Flow Diagram piece by piece.
In this diagram, the green arrows represent flows of income/payments. The red arrows represent flows of goods & services (including services of the factors of production in the lower half of the diagram).
To keep the graph simple, we have omitted the government, financial system, and foreign sector, as discussed on the next slide.
You may wish to change the order in which the elements appear. To do so, look for “Custom Animation” in your version of PowerPoint.
Suggestion:
Show first row. Explain how we get the production numbers from the employment numbers. Then, show the rest of the employment numbers, and give students 3 minutes to compute the production numbers for each employment allocation.
This exercise leads students to discover for themselves that points under the PPF are possible but inefficient, while points above it are not possible.
Here, the “rise” is a negative number, because, as you move to the right, the line falls (meaning wheat output is reduced).
Moving to the right involves shifting resources from the production of wheat (which causes wheat output to fall) to the production of computers (which causes computer production to rise). Producing an additional computer requires the resources that would otherwise produce 10 tons of wheat.
This exercise reinforces the material on the preceding slide. It is especially useful if you plan to cover Chapter 3 (Interdependence and the Gains from Trade) after completing Chapter 2.
There are two ways to get the answer.
The hard way is to compute the slope of both PPFs. The slope of France’s PPF equals -600/300 = -2, meaning that France must give up two units of wine to get an additional unit of cloth. The slope of England’s PPF = -200/300 = -2/3, meaning that England only must sacrifice 2/3 of a unit of wine to get an additional unit of cloth. Thus, the opportunity cost of cloth is lower in England than France.
The question, however, does not ask for the numerical values of the opportunity cost of cloth in the two countries. It only asks which country has a lower opportunity cost of cloth.
There is an easy way to determine the answer. Students must remember that the slope of the PPF equals the opportunity cost of the good measured on the horizontal axis. Then, students can simply “eyeball” the two PPFs to determine which is steepest. From the graphs show, it’s pretty easy to see that England’s PPF isn’t as steep, and therefore the opportunity cost of cloth is lower in England than in France.
The PPF shows the tradeoff between the outputs of different goods at a given time, but the tradeoff can change over time.
For example, over time, the economy might get more workers (or more factories or more land). Or, a more efficient technology might be invented. Both events – an increase in the economy’s resources or an improvement in technology – cause an expansion in the set of opportunities. That is, both allow the economy to produce more of one or both goods.
This is a simple example of economic growth, an important subject that gets its own chapter in the macroeconomics portion of the textbook.
In the example shown on this slide, economic growth causes a parallel outward shift of the PPF. Since the new PPF is parallel to the old one, the tradeoff between the two goods is the same. However, this need not always be the case. For example, if a new technology had more impact on the computer industry than on the wheat industry, then the horizontal (computer) intercept would increase more than the vertical (wheat) intercept, and the PPF would become flatter: the opportunity cost of computers would fall, because the technology has made them relatively cheaper (relative to wheat). Going into more detail here is probably beyond the scope of this chapter.
Here, we are using “workers” for the more general “resources,” to keep things simple and consistent with the previous examples.
The bow-shaped PPF is more realistic. However, the linear PPF is simpler to work with, and we can learn a lot about how the economy works using the linear PPF. In Chapter 3, we will use a linear PPF to show how trade can make two countries (or two individuals) better off.
Note: In the “Problems and Applications” at the end of the chapter, problem 4 asks students to construct a PPF for an economy with three different workers (Larry, Moe, and Curly), each with a different opportunity cost. The PPF ends up having three line segments (one for each worker), which--very roughly--approximates a bow-shape. After students work through and understand this problem, it should not be hard for them to understand the following: the more different kinds of workers (or, more generally, resources) there are, the closer the PPF will resemble a smooth bow shape. In an actual economy like the U.S., there are millions of different workers with different opportunity costs, so a smooth bow-shaped PPF is a nearly perfect approximation to the actual PPF.
This slide and the next show several of the 14 propositions appearing in Table 1 of the chapter. For the full list, see Table 1 in the chapter.
Note: Some of the terms appearing in these statements have not yet been defined, so you may wish to define them to students as they appear on the screen.
If you’re pressed for time, delete the following slide and refer your students to Table 1 in the chapter.
…Continued from previous slide.
This FYI lists people who studied economics in college. It is a fun way to lighten up the lecture. On the other hand, if you’re running short on time, this is a good candidate to skip – students will readily find it when they read the chapter.
(Due to space limitations, this slide omits a few of the names in the corresponding FYI box in the text.)